FN ISI Export Format VR 1.0 PT J AU WALBERG, HJ THOMAS, SC AF WALBERG, HJ THOMAS, SC TI OPEN EDUCATION - OPERATIONAL DEFINITION AND VALIDATION IN GREAT BRITAIN AND UNITED STATES SO AMERICAN EDUCATIONAL RESEARCH JOURNAL CR BARTH RS, 1970, THESIS HARVARD U BOCK RD, 1966, MULTIVARIATE EXPERIM BUSSIS AM, 1970, ANALYSIS APPROACH OP Cass Joan E., 1965, ROLE TEACHER INFANT PLOWDEN LB, 1967, CHILDREN THEIR PRIMA RATHBONE CH, 1970, THESIS HARVARD U Silberman C. E., 1970, CRISIS CLASSROOM WALBERG HJ, 1971, CHARACTERISTICS OPEN WALBERG HJ, 1971, INTERCHANGE, V2, P15, DOI 10.1007/BF02282467 TC 74 Z9 74 SN 0002-8312 PY 1972 VL 9 IS 2 BP 197 EP 208 UT WOS:A1972M525200002 ER PT J AU GIACONIA, RM HEDGES, LV AF GIACONIA, RM HEDGES, LV TI IDENTIFYING FEATURES OF EFFECTIVE OPEN-EDUCATION SO REVIEW OF EDUCATIONAL RESEARCH CR BARTH RS, 1969, ED PHILOS THEORY, V1, P29, DOI 10.1111/j.1469-5812.1969.tb00348.x BROUDY HS, 1965, EXEMPLARS TEACHING M BUSSIS AM, 1970, ANAL APPROACH OPEN E GAGE NL, 1978, SCI BASIS ART TEACHI, P26 GIACONIA RM, 1981, APR ANN M AM ED RES GLASS GV, 1978, REV RES ED, V5 HEDGES LV, 1982, PSYCHOL BULL, V92, P490, DOI 10.1037/0033-2909.92.2.490 Hedges L. V., 1981, J EDUC STATIST, V6, P107, DOI [10.3102/10769986006002107, DOI 10.2307/1164588] Hedges Larry V., 1982, J EDUC STATIST, V7, P119, DOI DOI 10.2307/1164961 HEDGES LV, 1980, PSYCHOL BULL, V88, P359, DOI 10.1037/0033-2909.88.2.359 HEDGES LV, 1981, STANFORD U PROGRAM T, V2 HETZEL DC, 1980, APR ANN M AM ED RES HORWITZ RA, 1979, REV EDUC RES, V49, P71, DOI 10.3102/00346543049001071 MARSHALL HH, 1981, REV EDUC RES, V51, P181 PETERSON PL, 1979, RES TEACHING SHAVELSON RJ, 1976, REV EDUC RES, V46, P407, DOI 10.3102/00346543046003407 TRAUB RE, 1972, INTERCHANGE, V3, P69, DOI 10.1007/BF02137636 WALBERG HJ, 1972, AM EDUC RES J, V9, P197 TC 42 Z9 42 SN 0034-6543 PY 1982 VL 52 IS 4 BP 579 EP 602 DI 10.3102/00346543052004579 UT WOS:A1982PV86300005 ER PT J AU WRIGHT, RJ AF WRIGHT, RJ TI AFFECTIVE AND COGNITIVE CONSEQUENCES OF AN OPEN EDUCATION ELEMENTARY-SCHOOL SO AMERICAN EDUCATIONAL RESEARCH JOURNAL CR AMIDON EJ, 1971, ROLE TEACHER CLASSRO BARTEL H, UNPUBLISHED BIBLIOGR BEATTY WH, 1969, IMPROVING EDUCATIONA Coopersmith S, 1967, ANTECEDENTS SELF EST CRANDALL VC, 1965, CHILD DEV, V36, P91, DOI 10.1111/j.1467-8624.1965.tb05285.x FRIEDLANDER BZ, 1965, HARVARD EDUC REV, V35, P18 HADDON FA, 1968, BRIT J EDUC PSYCHOL, V38, P171 HADDON FA, 1971, BRIT J EDUC PSYCHOL, V41, P136 KELLEY TL, 1964, STANFORD ACHIEVEMENT LUNZER EA, 1965, MONOGR SOC RES CHILD, V30, P19, DOI 10.2307/1165774 LUNZER EA, 1973, 3RD ANN S J PIAG SOC MEDLEY DM, 1963, HDB RESEARCH TEACHIN MINUCHIN P, 1969, PSYCHOLOGICAL IMPACT PHILLIPS B, 1968, PSYCHOL SCH, V3, P195 Plowden B., 1967, CHILDREN THEIR PRIMA RATHBONE CH, 1972, SCHOOL REV, V80, P521, DOI 10.1086/443048 Rogers C. R., 1969, FREEDOM LEARN ROGERS VR, 1972, OPEN EDUCATION Silberman C., 1971, CRISIS CLASSROOM SOAR RS, 1966, 5R11MH PUBL HLTH SER SPAULDING RL, 1965, 1352 HOFSTR U COOP R Torrance E. P., 1966, TORRANCE TESTS CREAT TRAUB RE, 1972, INTERCHANGE, V3, P69, DOI 10.1007/BF02137636 TROOST CJ, 1973, RADICAL SCH REFORM C WALBERG HJ, 1972, AM EDUC RES J, V9, P197 WALBERT HJ, 1971, OEC170628053963 CONT WEBER WA, 1968, FEB ANN M AM ED RES TC 41 Z9 41 SN 0002-8312 PY 1975 VL 12 IS 4 BP 449 EP 465 UT WOS:A1975AX00300005 ER PT J AU Chang, YC Kao, WY Chu, CP Chiu, CH AF Chang, Yi-Chun Kao, Wen-Yan Chu, Chih-Ping Chiu, Chiung-Hui TI A learning style classification mechanism for e-learning SO COMPUTERS & EDUCATION AB With the growing demand in e-learning, numerous research works have been done to enhance teaching quality in e-learning environments. Among these studies, researchers have indicated that adaptive learning is a critical requirement for promoting the learning performance of students. Adaptive learning provides adaptive learning materials, learning strategies and/or courses according to a student's learning style. Hence, the first step for achieving adaptive learning environments is to identify students' learning styles. This paper proposes a learning style classification mechanism to classify and then identify students' learning styles. The proposed mechanism improves k-nearest neighbor (k-NN) classification and combines it with genetic algorithms (GA). To demonstrate the viability of the proposed mechanism, the proposed mechanism is implemented on an open-learning management system. The learning behavioral features of 117 elementary school students are collected and then classified by the proposed mechanism. The experimental results indicate that the proposed classification mechanism can effectively classify and identify Students' learning styles. (C) 2009 Elsevier Ltd. All rights reserved. CR Allen I. E., 2003, SIZING OPPORTUNITY Q Brusilovsky P, 1998, COMPUT NETWORKS ISDN, V30, P291, DOI 10.1016/S0169-7552(98)00082-8 Brusilovsky P., 1999, KI KUNSTLICHE INTELL, V13, P19 Brusilovsky P, 2002, COMMUN ACM, V45, P30 Carver CA, 1999, IEEE T EDUC, V42, P33, DOI 10.1109/13.746332 Chen CM, 2005, COMPUT EDUC, V44, P237, DOI 10.1016/j.compedu.2004.01.006 Chen JH, 2004, LECT NOTES ARTIF INT, V3157, P262, DOI 10.1109/ISIMP.2004.1434050 CHIU CH, COMPUTERS H IN PRESS DUNN R, 1984, PRODUCTIVITY ENV PRE Garcia P, 2007, COMPUT EDUC, V49, P794, DOI 10.1016/j.compedu.2005.11.017 Gerald D. E., 2003, 2004013 NCES Graf S., 2006, P INT C ADV LEARN TE, P161 Gregorc A F, 1977, NASSP B, V401, P20, DOI 10.1177/019263657706140604 HOLLAND JH, 1975, ADAPTATION NATURAL A Huang J., 2004, P 17 INT C PATT REC, V3, P554 Hwang GJ, 2008, COMPUT EDUC, V51, P337, DOI 10.1016/j.compedu.2007.05.014 Jain A. K., 1999, BIOMETRICS PERSONAL Keefe J. W., 1987, LEARNING STYLES THEO Kolb D., 1984, LEARNING STYLE INVEN Kuncheva LI, 1997, PATTERN RECOGN, V30, P1041, DOI 10.1016/S0031-3203(96)00134-3 Kuncheva LI, 1999, PATTERN RECOGN LETT, V20, P1149, DOI 10.1016/S0167-8655(99)00082-3 KUNCHEVA LI, 1995, PATTERN RECOGN LETT, V16, P809, DOI 10.1016/0167-8655(95)00047-K Mitchell TM, 1997, MACHINE LEARNING PENA C, 2002, P 2 IEEE INT C ADV L, P9 Rothlauf F., 2006, REPRESENTATIONS GENE Schiaffino S, 2008, COMPUT EDUC, V51, P1744, DOI 10.1016/j.compedu.2008.05.008 Sessink O., 2003, Proceedings 3rd IEEE International Conference on Advanced Technologies, DOI 10.1109/ICALT.2003.1215026 Shang Y., 2001, P 10 INT C WORLD WID, P308, DOI 10.1145/371920.372074 Silverman L., 1988, J ENG EDUC, V78, P674 STANGL W, 2002, HALB TEST SYSWERDA G, 1989, PROCEEDINGS OF THE THIRD INTERNATIONAL CONFERENCE ON GENETIC ALGORITHMS, P2 Trantafillou E., 2003, COMPUT EDUC, V41, P87 Tseng JCR, 2008, COMPUT EDUC, V51, P776, DOI 10.1016/j.compedu.2007.08.002 Waits T, 2003, 2003017 NCES Wang D, 2008, APPL SOFT COMPUT, V8, P166, DOI 10.1016/j.asoc.2006.11.011 WIRT J, 2004, 2004077NCES Xenos M, 2004, COMPUT EDUC, V43, P345, DOI 10.1016/j.compedu.2003.09.005 Yao X, 1999, P IEEE, V87, P1423 2004, SHAREABLE CONTENT OB TC 24 Z9 24 SN 0360-1315 PD SEP PY 2009 VL 53 IS 2 BP 273 EP 285 DI 10.1016/j.compedu.2009.02.008 UT WOS:000267785400009 ER PT J AU TRAUB, RE WEISS, J FISHER, CW MUSELLA, D AF TRAUB, RE WEISS, J FISHER, CW MUSELLA, D TI CLOSURE ON OPENNESS - DESCRIBING AND QUANTIFYING OPEN EDUCATION SO INTERCHANGE CR ANDERSON RA, 1970, EDUC TECHNOL, V10, P13 Barth R., 1970, CHILDHOOD ED, V46, P195 BARTH RS, 1971, PHI DELTA KAPPAN, V53, P97 BARTH RS, 1969, ED PHILOS THEORY, V1, P29, DOI 10.1111/j.1469-5812.1969.tb00348.x BLACKIE J, 1967, INSIDE PRIMARY SCH Bloom B. S., 1964, STABILITY CHANGE HUM BRAMELD T, 1955, PHILOSOPHIES EDUCATI BUSSIS AM, 1970, PR7013 ED TEST SERV *CAN METR TOR SCH, 1971, STUD ED FAC BIBL RES CRONBACH LJ, 1951, PSYCHOMETRIKA, V16, P297 DEWEY J, 1938, EXPERIENCE EDUCATION EDLING JV, 1970, INDIVIDUALIZED INSTR EISNER E, 1969, INSTRUCTIONAL OBJECT, V3 ENTWISTLE H, 1970, CHILD CENTERED EDUCA FEATHERSTONE J, 1967, NEW REPUBLIC 0909 FEATHERSTONE J, 1967, NEW REPUBLIC 0902 FEATHERSTONE J, 1967, NEW REPUBLIC 0819 GIBBONS M, 1970, INTERCHANGE, V1, P28, DOI 10.1007/BF02214857 Goodlad John I., 1963, NONGRADED ELEMENTARY HAY WK, 1971, CHANGE INNOVATION EL HILLSON M, 1970, CONTINUOUS PROGR EDU HILLSON M, 1969, NONGRADED ELEMENTARY Jackson P. W., 1968, LIFE CLASSROOMS Kohl H. B., 1969, OPEN CLASSROOM LINDVALL CM, 1969, PROGRAMMED INSTRUC 2 NEILL AS, 1960, SUMMERHILL RADICAL A PEABODY S, 1970, INNOVATIONS ELEMENTA PERRONE V, 1972, OPEN EDUCATION PROMI RATHBONE CH, 1971, OPEN EDUCATION SELEC SHULMAN LS, 1970, REV EDUC RES, V40, P371, DOI 10.3102/00346543040003371 *UK CENTR ADV COUN, 1967, CHILDREN THEIR PRIMA WALBERG HJ, 1972, AM EDUC RES J, V9, P197 WESTBURY I, UNPUBLISHED MANUSCRI YEOMANS E, 1968, EDUCATION INITIATIVE TC 24 Z9 24 SN 0826-4805 PY 1972 VL 3 IS 2-3 BP 69 EP 84 DI 10.1007/BF02137636 UT WOS:A1972O530200003 ER PT J AU de Jong, T Weinberger, A Girault, I Kluge, A Lazonder, AW Pedaste, M Ludvigsen, S Ney, M Wasson, B Wichmann, A Geraedts, C Giemza, A Hovardas, T Julien, R van Joolingen, WR Lejeune, A Manoli, CC Matteman, Y Sarapuu, T Verkade, A Vold, V Zacharia, ZC AF de Jong, Ton Weinberger, Armin Girault, Isabelle Kluge, Anders Lazonder, Ard W. Pedaste, Margus Ludvigsen, Sten Ney, Muriel Wasson, Barbara Wichmann, Astrid Geraedts, Caspar Giemza, Adam Hovardas, Tasos Julien, Rachel van Joolingen, Wouter R. Lejeune, Anne Manoli, Constantinos C. Matteman, Yuri Sarapuu, Tago Verkade, Alex Vold, Vibeke Zacharia, Zacharias C. TI Using scenarios to design complex technology-enhanced learning environments SO ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT AB Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire learning process around creating, sharing, discussing, and re-using these learning objects. This instructional approach requires dedicated instructional designs, which are supplied in the form of what are called pedagogical scenarios. A SCY pedagogical scenario presents the learning process as an organized assembly of elementary learning processes, each associated with a specific learning object and a tool for creating this learning object. Designing a SCY learning environment is basically a two-step procedure: the first step is to select one of the available scenarios, and the second step is to define the domain content. The SCY technical infrastructure then handles the instantiation of the scenario as a SCY computer-based learning environment. In this article we describe the SCY pedagogical design scenarios and report on our experiences in designing four different SCY learning environments. RI van Joolingen, Wouter/A-7148-2011; Pedaste, Margus/H-3139-2012 OI van Joolingen, Wouter/0000-0002-4271-2861; Pedaste, Margus/0000-0002-5087-9637 CR Alfieri L, 2011, J EDUC PSYCHOL, V103, P1, DOI 10.1037/a0021017 Anderson L. W., 2001, TAXONOMY LEARNING TE Azevedo R, 2004, J EDUC PSYCHOL, V96, P523, DOI 10.1037/0022-0663.96.3.523 de Jong T., 2007, HDB RES ED COMMUNICA, P457 de Jong T, 2010, BRIT J EDUC TECHNOL, V41, P909, DOI 10.1111/j.1467-8535.2010.01121.x Deslauriers L, 2011, PHYS REV SPEC TOP-PH, V7, DOI 10.1103/PhysRevSTPER.7.010101 Dick W., 1990, SYSTEMATIC DESIGN IN Etkina E, 2010, J LEARN SCI, V19, P54, DOI 10.1080/10508400903452876 Eysink THS, 2009, AM EDUC RES J, V46, P1107, DOI 10.3102/0002831209340235 FERGUSONHESSLER MGM, 1990, COGNITION INSTRUCT, V7, P41, DOI 10.1207/s1532690xci0701_2 Gagne R., 1988, PRINCIPLES INSTRUCTI, V3rd Gijlers H, 2009, COGNITION INSTRUCT, V27, P239, DOI 10.1080/07370000903014352 Gustafson K, 2002, ETR&D-EDUC TECH RES, V50, P59, DOI 10.1007/BF02504985 Hickey DT, 2003, AM EDUC RES J, V40, P495, DOI 10.3102/00028312040002495 Horwitz P, 2010, DESIGNS FOR LEARNING ENVIRONMENTS OF THE FUTURE: INTERNATIONAL PERSPECTIVES FROM THE LEARNING SCIENCES, P61, DOI 10.1007/978-0-387-88279-6_3 Jonassen DH, 1997, ETR&D-EDUC TECH RES, V45, P65, DOI 10.1007/BF02299613 Kluge A., 2011, 2 SCY PROJ Kluge A., 2012, SCY SUMMATIVE EVALUA Kolloffel B, 2011, INT J COMP-SUPP COLL, V6, P223, DOI 10.1007/s11412-011-9110-3 Kolodner JL, 2003, J LEARN SCI, V12, P495, DOI 10.1207/S15327809JLS1204_2 Kyza EA, 2011, INT J SCI EDUC, V33, P2489, DOI 10.1080/09500693.2010.550951 Lajoie SP, 2001, INSTR SCI, V29, P155, DOI 10.1023/A:1003996000775 Linn MC, 2006, SCIENCE, V313, P1049, DOI 10.1126/science.1131408 Lou Y., 2004, J EDUC COMPUT RES, V31, P337, DOI 10.2190/XF5A-T29G-X170-7950 Lou YP, 2001, REV EDUC RES, V71, P449, DOI 10.3102/00346543071003449 Maeots M., 2008, 8 IEEE INT C ADV LEA Marusic M, 2012, INT J SCI EDUC, V34, P301, DOI 10.1080/09500693.2011.582522 Mayer RE, 2002, THEOR PRACT, V41, P226, DOI 10.1207/s15430421tip4104_4 Mehalik MM, 2008, J ENG EDUC, V97, P71 Merrill M., 2002, PERFORMANCE IMPROVEM, V41, P41, DOI DOI 10.1002/PFI.4140410709 Merrill M. D., 2002, TRENDS ISSUES INSTRU, P99 Merrill MD, 1998, INSTR SCI, V26, P243, DOI 10.1023/A:1003011431677 Murray T., 2003, AUTHORING TOOLS ADV, P1 Murray T., 1999, INT J ARTIFICIAL INT, V10, P98 Plass JL, 2012, J RES SCI TEACH, V49, P394, DOI 10.1002/tea.21008 Rowland G., 1992, PERFORMANCE IMPROVEM, V5, P65 Rutten N, 2012, COMPUT EDUC, V58, P136, DOI 10.1016/j.compedu.2011.07.017 Scalise K, 2011, J RES SCI TEACH, V48, P1050, DOI 10.1002/tea.20437 Shen J, 2011, INT J SCI EDUC, V33, P1597, DOI 10.1080/09500693.2010.514012 Sims R., 2006, J LEARNING DESIGN, V1, P1 Slotta J. D., 2004, INTERNET ENV SCI ED, P203 Smetana LK, 2012, INT J SCI EDUC, V34, P1337, DOI 10.1080/09500693.2011.605182 Spector JM, 2000, INSTRUCTIONAL AND COGNITIVE IMPACTS OF WEB-BASED EDUCATION, P241 Suthers D. D., 1995, AI ED 95 7 WORLD C A Tannenbaum R. S., 2001, LEARNER INTERACTIVIT Tsivitanidou OE, 2011, LEARN INSTR, V21, P506, DOI 10.1016/j.learninstruc.2010.08.002 van Joolingen WR, 2005, COMPUT HUM BEHAV, V21, P671, DOI 10.1016/j.chb.2004.10.039 Visscher-Voerman I, 2004, ETR&D-EDUC TECH RES, V52, P69, DOI 10.1007/BF02504840 Vold V., 2012, ORCHESTRATING INQUIR, P175 Weinbrenner S., 2011, 15 INT C ART INT ED White B. Y., 2002, 5 INT C LEARN SCI IC Wilensky U, 2006, COGNITION INSTRUCT, V24, P171, DOI 10.1207/s1532690xci2402_1 TC 14 Z9 14 SN 1042-1629 EI 1556-6501 PD OCT PY 2012 VL 60 IS 5 BP 883 EP 901 DI 10.1007/s11423-012-9258-1 UT WOS:000309213700009 ER PT J AU Lane, A McAndrew, P AF Lane, Andy McAndrew, Patrick TI Are open educational resources systematic or systemic change agents for teaching practice? SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY AB Open educational resources (OER) raise many similar issues for education to those that have surrounded Learning Objects (LO). However the greater use and availability of digital technologies and open licensing seems to be enabling OER to have wider acceptance into individual and institutional teaching practice. While the need for appropriate design in teaching and learning on the part of educators, which was the primary driver of developments in LO, remains, the very openness of OER is changing the relationships between educators, learners and content (resources) and is becoming a primary agent of change. Experience in OpenLearn, a major initiative to provide OER from The Open University, indicates that some of these changes can be planned for while others will emerge as releasing content openly imposes evolutionary pressures that accelerate change and work around barriers. Development can then be driven by learner expectations of the technology and needs for informal life-long learning that in turn impact on how content is being designed and openly presented. It is argued that this represents a shift from a teacher-centric, systematic model of change in teaching practices as embodied in earlier ideas about LO to a learner-centric, systemic model of change as embodied in OER. CR Atkins D. E., 2007, REV OPEN ED RESOURCE Boyle T., 2005, International Journal of Learning Technology, V1, DOI 10.1504/IJLT.2005.007150 Carroll JM, 2000, INTERACT COMPUT, V13, P43, DOI 10.1016/S0953-5438(00)00023-0 Connolly T., 2009, CASES N PLACES GLOBA, P71 CONOLE G, 2008, J INTERACTIVE ME MAY Dimitriadis Y., 2009, P 26 ANN ASC C AUCKL, P200 Duncan S. M., 2009, THESIS UTAH STATE U Friesen N., 2009, INT REV RES OPEN DIS, V10 GANNONCOOK R, 2009, BRIT J EDUC TECHNOL, V40, P149 GOURLEY B, 2009, J OPEN DISTANCE LEAR, V24, P57 Hatakka M., 2009, ELECT J INFORM SYSTE, V37, P1 HERNANDEZ D, 2010, TECHNOLOGY ENHANCED, P49 Hylen J., 2007, GIVING KNOWLEDGE FRE Ilyoshi T., 2008, OPENING ED COLLECTIV Ims Global Learning Consortium, 2003, IMS LEARN DES BEST P Johnson L., 2010, 2010 HORIZON REPORT Klebl M, 2006, EDUC TECHNOL SOC, V9, P146 KOPER R, 2003, REUSING ONLINE RESOU, P49 Lane A. B., 2008, OPENING ED COLLECTIV, P149 Lane AB, 2008, TOWER CLOUD HIGHER E, P158 Littlejohn A., 2003, REUSING ONLINE RESOU McAndrew P., 2006, MOTIVATIONS OPENLEAR McAndrew P., 2009, OPENLEARN RES REPORT McGreal R., 2006, ONLINE ED USING LEAR Neumann S., 2010, International Journal of Emerging Technologies in Learning, V5, DOI 10.3991/ijet.v5i1.1045 Ramsden P., 2008, FUTURE HIGHER ED TEA Richards G., 2002, CANADIAN J LEARNING, V28, P3 SHUM SB, 2008, J INTERACTIVE ME MAY Stewart J, 2005, USER INVOLVEMENT INN, P39 TAIT W, 2009, P INT C ED Weller M, 2006, EDUC TECHNOL SOC, V9, P138 Wiley D., 2007, OPEN ED RESOURCES SU Wiley D., 2000, INSTRUCTIONAL USE LE WILEY DA, 1999, OPEN PUBLICATION LIC TC 13 Z9 13 SN 0007-1013 PD NOV PY 2010 VL 41 IS 6 BP 952 EP 962 DI 10.1111/j.1467-8535.2010.01119.x UT WOS:000282977000030 ER PT J AU Joughin, G AF Joughin, Gordon TI Student conceptions of oral presentations SO STUDIES IN HIGHER EDUCATION AB A phenomenographic study of students' experience of oral presentations in an open learning theology programme constituted three contrasting conceptions of oral presentations - as transmission of ideas; as a test of students' understanding of what they were studying; and as a position to be argued. Each of these conceptions represented a combination of related aspects of students' experience, namely, their awareness of the audience and their interaction with that audience, how they perceived the nature of theology, affective factors, and how they compared the oral presentation format with that of written assignments. The conception of the presentation as a position to be argued was associated with a particularly powerful student learning experience, with students describing the oral presentation as being more demanding than the written assignments, more personal, requiring deeper understanding, and leading to better learning. The study draws our attention to the various ways in which students may perceive a single form of academic task and their need to develop their understanding of assessment formats. CR Akerlind G, 2005, HIGHER ED RES DEV, V24, P321, DOI [10. 1080/07294360500284672, DOI 10.1080/07294360500284672] Ashwin P, 2005, HIGH EDUC, V50, P631, DOI 10.1007/s10734-004-6369-6 ENTWISTLE N, 1995, EDUC PSYCHOL, V30, P1 Glasner A., 1999, ASSESSMENT MATTERS, P146 HOUNSELL D, 2000, EUR ASS RES LEARN IN HOUNSELL D, 2001, EUR ASS RES LEARN IN Hounsell D. J., 1997, EXPERIENCE LEARNING, V2nd, P106 Joughin G., 1998, ASSESS EVAL HIGH EDU, V23, P367, DOI 10.1080/0260293980230404 Kehm B. M., 2001, ASSESSMENT ED, V8, P25, DOI 10.1080/09695940120033234 Laurillard D. M., 1997, EXPERIENCE LEARNING, P126 Light G, 2002, HIGH EDUC, V43, P257, DOI 10.1023/A:1013728500652 LO ML, 2002, WHAT MATTERS DISCOVE, P59 Mann SJ, 2000, HIGH EDUC, V39, P297, DOI 10.1023/A:1003953002704 MARTON F, 1976, BRIT J EDUC PSYCHOL, V46, P4 Marton F., 2000, HIGHER ED RES DEV, V19, P381 Marton F, 1997, LEARNING AWARENESS MARTON F, 2003, EUR ASS RES LEARN IN Marton F., 1999, 8 EUR C LEARN INSTR McCune V, 2004, HIGH EDUC, V47, P257, DOI 10.1023/B:HIGH.0000016419.61481.f9 Meyer G., 1934, J EDUC PSYCHOL, V25, P641, DOI [10.1037/h0073102, DOI 10.1037/H0073102] Meyer G, 1935, J EDUC PSYCHOL, V26, P30, DOI 10.1037/h0050853 PATRICK K, 2002, WHAT MATTERS DISCOVE, P93 Runesson U., 2002, WHAT MATTERS DISCOVE, P19 Sadler R., 2002, ASSESSMENT CASE STUD, P130 Scouller K, 1998, HIGH EDUC, V35, P453, DOI 10.1023/A:1003196224280 SILVEY G, 1951, SCH SOC, V73, P377 Stray C., 2001, ASSESSMENT ED, V8, P33, DOI 10.1080/09695940120033243 Tang K. C. C., 1994, IMPROVING STUDENT LE, P151 THOMAS PR, 1984, HUM LEARN, V3, P227 TSUI ABM, 2002, WHAT MATTERS DISCOVE, P113 Y PW, 1933, ELEMENTARY SCH J APR, P592 TC 12 Z9 12 SN 0307-5079 PY 2007 VL 32 IS 3 BP 323 EP 336 DI 10.1080/03075070701346873 UT WOS:000248146000008 ER PT J AU Sturm, H Bogner, FX AF Sturm, Heike Bogner, Franz X. TI Student-oriented versus Teacher-centred: The effect of learning at workstations about birds and bird flight on cognitive achievement and motivation SO INTERNATIONAL JOURNAL OF SCIENCE EDUCATION AB The study investigated cognitive and motivational effects of two educational interventions, a conventional versus a student-oriented approach. We monitored the impact on the cognitive achievement outcome and the motivation of students. Both approaches dealt with the subject of birds and bird flight; the student-oriented approach consisted of a unit based on workstations, and the conventional one was taught in a more teacher-centred manner. A total of 326 secondary school pupils of the highest stratification level participated in this study. By using a pre-test, post-test and retention-test design, both approaches were evaluated with the same empirical batteries (by applying a cognitive item set and the Intrinsic Motivation Inventory). The conventional approach provided higher achievement scores whereas the student-oriented approach showed a higher motivational rating. Comparing the student-oriented approach with and without introduction, the group with introduction attained higher achievement scores. The results are discussed in terms of general expectations about the cognitive outcome in open learning environments and self-determination theory. Educational implications are drawn concerning the implementation of learning at workstations in school curricula. CR *AAAS, 1993, AM ASS ADV SCI BENCH AMES C, 1992, J EDUC PSYCHOL, V84, P261, DOI 10.1037//0022-0663.84.3.261 Anderson D.F., 2001, UNDERSTANDING FLIGHT Angeli C., 2002, SCI ED INT, V13, P9 Bauer R., 2003, OFFENES ARBEITEN SEK Bender R, 2001, J CLIN EPIDEMIOL, V54, P343, DOI 10.1016/S0895-4356(00)00314-0 BERCK KH, 2001, BIOLOGIEDIDAKTIK GRU Black AE, 2000, SCI EDUC, V84, P740, DOI 10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3 Bogner F. X., 1998, J ENVIRON EDUC, V29, P17 Bogner FX, 1999, INT J SCI EDUC, V21, P1169, DOI 10.1080/095006999290138 BOHL T, 2001, PADAGOG RUNDSCH, V55, P217 Bonk C. J., 1998, ELECT COLLABORATORS BORTZ J, 2003, FORSCHUNGSMETHODEN E, V3 BYBEE RW, 2000, TEACHING SCI INQUIRY Chang V., 2001, NEW HORIZONS U TEACH, P23 CSIKSZENTMIHALY.M, 1987, SCI LEARNING INFORMA, P79 Cuban L., 1983, THEOR PRACT, V22, P160 Daniels D. H., 2001, EARLY EDUC DEV, V12, P253, DOI 10.1207/s15566935eed1202_6 DECI EL, 1993, Z PADAGOGIK, V39, P223 DECI EL, 1994, J PERS, V62, P119, DOI 10.1111/j.1467-6494.1994.tb00797.x Driscoll M. P., 2005, PSYCHOL LEARNING INS Finn H, 2002, J BIOL EDUC, V36, P158, DOI 10.1080/00219266.2002.9655826 Fraser B. J., 1998, INT HDB SCI ED, V1, P421 Girwidz R., 2006, SCI ED INT, V17, P95 Greeno J. G., 1996, HDB ED PSYCHOL, P15 GROLNICK WS, 1989, J EDUC PSYCHOL, V81, P143, DOI 10.1037/0022-0663.81.2.143 Hattssler P, 1998, NATURWISSENSCHAFTSDI HEPP R, 1999, UNTERRICHT PHYS, V10 HEPP R, 1996, UNTERRICHT PHYS, V7 Hofstein A., 2001, LEARNING ENV RES, V4, P193, DOI 10.1023/A:1012467417645 Hofstein A, 2004, SCI EDUC, V88, P28, DOI 10.1002/sce.10106 Hofstein A., 1996, STUDIES SCI ED, V28, P87, DOI DOI 10.1080/03057269608560085 IWON W, 1992, UNTERRICHT BIOL, V16, P43 Johnson D. W., 1989, COOPERATION COMPETIT KAGAN DM, 1988, COLL TEACHING, V36, P75 KEMBER D, 1994, J HIGH EDUC, V65, P58, DOI 10.2307/2943877 Killermann W, 1998, J BIOL EDUC, V33, P4, DOI 10.1080/00219266.1998.9655628 KUBOTA CA, 1991, J RES SCI TEACH, V28, P225, DOI 10.1002/tea.3660280304 LEE CY, 2000, J ED MEDIA LIB SCI, V37, P367 Lienert G. A., 1998, TESTAUFBAU TESTANALY Lord T. R., 1997, INNOVATIVE HIGHER ED, V21, P197, DOI DOI 10.1007/BF01243716 Lord TR, 2001, AM BIOL TEACH, V63, P30 HOFSTEIN A, 1982, REV EDUC RES, V52, P201, DOI 10.3102/00346543052002201 NIERMANN K, 1989, DARSTELLUNG AERODYNA ORION N, 1994, J RES SCI TEACH, V31, P1097, DOI 10.1002/tea.3660311005 RANDLER C, 2006, J BIOL EDUC, V40, P1 Randler C, 2002, J BIOL EDUC, V36, P181, DOI 10.1080/00219266.2002.9655830 RYAN RM, 1991, MOTIV EMOTION, V15, P185, DOI 10.1007/BF00995170 Schaal S, 2005, J BIOL EDUC, V40, P32, DOI 10.1080/00219266.2005.9656006 Scharfenberg FJ, 2007, BIOCHEM MOL BIOL EDU, V35, P28, DOI 10.1002/bmb.1 Schuh KL, 2004, TEACH TEACH EDUC, V20, P833, DOI 10.1016/j.tate.2004.09.008 Tamir P., 1994, HDB RES SCI TEACHING, P94 Von Secker CE, 1999, J RES SCI TEACH, V36, P1110, DOI 10.1002/(SICI)1098-2736(199912)36:10<1110::AID-TEA4>3.0.CO;2-T WELTNER K, 2001, FLUGPHYSIK Williams GC, 1996, J PERS SOC PSYCHOL, V70, P767, DOI 10.1037/0022-3514.70.4.767 WRIGHT J, 1992, LEARN INSTR, V2, P59 ZOFEL P, 2002, STAT VERSTEHEN BEGLE TC 10 Z9 10 SN 0950-0693 PY 2008 VL 30 IS 7 BP 941 EP + DI 10.1080/09500690701313995 UT WOS:000255998400004 ER PT J AU Croft, AC Danson, M Dawson, BR Ward, JP AF Croft, AC Danson, M Dawson, BR Ward, JP TI Experiences of using computer assisted assessment in engineering mathematics SO COMPUTERS & EDUCATION AB This article discusses issues associated with large-scale computer assisted assessment (CAA) of the mathematical skills of first-year undergraduate engineering students. It explains the background to this testing as it relates to a wider open-learning project in engineering mathematics. Details of issues specifically associated with mathematics testing are given. Practical issues of constructing appropriate tests, their implementation and their delivery are described. Finally, the results of a survey of students' perceptions of CAA and the influence of these on future developments are presented. (C) 2001 Elsevier Science Ltd. All rights reserved. CR Croft A, 2001, BRIT J EDUC TECHNOL, V32, P195, DOI 10.1111/1467-8535.00190 DEMPSTER J, 1994, ACTIVE LEARNING, V1, P47 *IMA, 1999, ENG MATH MATT CURR P PHELPS JM, 2000, LEARNING TECHNOL FEB TC 10 Z9 10 SN 0360-1315 PD AUG PY 2001 VL 37 IS 1 BP 53 EP 66 DI 10.1016/S0360-1315(01)00034-3 UT WOS:000169977900005 ER PT J AU JEGEDE, OJ FRASER, B CURTIN, DF AF JEGEDE, OJ FRASER, B CURTIN, DF TI THE DEVELOPMENT AND VALIDATION OF A DISTANCE AND OPEN LEARNING-ENVIRONMENT SCALE SO ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT CT 3rd Research in Distance Education Conference (RIDE 93) CY NOV, 1993 CL GEELONG, AUSTRALIA HO DEAKIN UNIV CR Bates A., 1991, NEVER TOO FAR, V16, P5 CREEMES B, 1989, SCH EFFECTIVENESS SC FISHER D, 1991, STUDY LEARNING ENV, V5 FISHER DL, 1991, MONOGRAPH TASMANIAN Fraser B., 1992, J SCI TEACHERS ASS N, V27, P1 FRASER BJ, 1981, J CURRICULUM STUD, V13, P131 FRASER BJ, 1989, LEARNING ENV RES SCI FRASER BJ, 1994, INT ENCY ED FRASER BJ, 1991, ED ENV EVALUATION AN JEGEDE OJ, 1994, NOV OP LEARN 94 BRIS MacAulay Dolina J., 1990, EDUC PSYCHOL, V10, P239, DOI DOI 10.1080/0144341900100305 Moos R. H., 1979, EVALUATING ED ENV PR SCHWEN M, 1993, EDUC TECHNOL, V32, P5 TAYLOR JC, 1992, INT COUNCIL DISTANCE, V28, P22 TAYLOR PCS, 1994, 31ST ANN C MATH ASS THORPE H, 1994, SCH SCI REV Tye K.A, 1974, MANKIND SCH ADVENTUR TC 9 Z9 9 SN 1042-1629 PY 1995 VL 43 IS 1 BP 90 EP 94 DI 10.1007/BF02300485 UT WOS:A1995QR83100010 ER PT J AU Clements, KI Pawlowski, JM AF Clements, K. I. Pawlowski, J. M. TI User-oriented quality for OER: understanding teachers' views on re-use, quality, and trust SO JOURNAL OF COMPUTER ASSISTED LEARNING AB We analysed how teachers as users of open educational resources (OER) repositories act in the re-use process and how they perceive quality. Based on a quantitative empirical study, we also surveyed which quality requirements users have and how they would contribute to the quality process. Trust in resources, organizations, and technologies seem to be of particular importance when looking at quality. In our findings, we derive recommendations for learning object repositories and OER user-oriented quality assurance. CR ASTD, 2009, STAT IND REP Auvinen A.M., 2009, CHALLENGE QUALITY PE, P17 Bailey C, 2005, OPEN ACCESS BIBLIO L Bjork B.-C., 2004, INFORM RES, V9, P259 British Learning Association, 2005, QUAL MARK PROF Burke R., 2002, HYBRID RECOMMENDER S Casey J., 2002, WRITING USING REUSAB Davis HC, 2010, IEEE T LEARN TECHNOL, V3, P96, DOI [10.1109/TLT.2009.34, 10.1109/TLTSI.2009-03-0036] Dirks KT, 2001, ORGAN SCI, V12, P450, DOI 10.1287/orsc.12.4.450.10640 Dommeyer C. J., 2004, ASSESS EVAL HIGH EDU, V29, P611, DOI DOI 10.1080/02602930410001689171 Doulamis N., 2008, P 7 EUR C E LEARN AG Downes S., 2007, INTERDISCIPLINARY J, V3, P29 Ehlers UD, 2007, EDUC TECHNOL SOC, V10, P96 Ehlers U.-D., 2008, P 4 INT MICR 2008 C European Foundation for Quality Management, 2009, EFQM EXC MOD GOLDBERG D, 1992, COMMUN ACM, V35, P61, DOI 10.1145/138859.138867 Heidegger M, 1924, INTRO PHENOMENOLOGIC Higher Education Founding Council for England, 2001, QUAL ASS HIGH ED PRO International Standards Organisation, 2010, 9000 ISO ISO/IEC, 2009, SC36 ISOIEC JTCI Jarvenpaa SL, 2004, INFORM SYST RES, V15, P250, DOI 10.1287/isre.1040.0028 JOHNSONGEORGE C, 1982, J PERS SOC PSYCHOL, V43, P1306, DOI 10.1037/0022-3514.43.6.1306 Josang A, 2007, DECIS SUPPORT SYST, V43, P618, DOI 10.1016/j.dss.2005.05.019 Kittur A., 2007, P 25 ANN ACM C HUM F Larsen K., 2005, IMPACT ICT TERTIARY Leacock TL, 2007, EDUC TECHNOL SOC, V10, P44 Littlejohn A., 2003, REUSING ONLINE RESOU, P1 Manouselis N., 2004, 4 IEEE INT C ADV LEA Massart D, 2009, LECT NOTES COMPUT SC, P121 Merisotis J., 2000, QUALITY LINE BENCHMA Nesbit J. C., 2002, CANADIAN J LEARNING, V28, P105 Neven F., 2002, MULTIMEDIA 02 DEC 1 Newsted PR, 1998, MIS QUART, V22, P553, DOI 10.2307/249555 Ochoa X, 2009, IEEE T LEARN TECHNOL, V2, P226, DOI 10.1109/TLT.2009.28 OECD, 2007, GIV KNOWL FREE EM OE Pawlowski J., 2007, OPEN CONTENT CONCEPT Pawlowski JM, 2007, EDUC TECHNOL SOC, V10, P3 Pawlowski J.M., 2010, J TECHNOLOGY INSTRUC, V7, P295 Pawlowski J. M., 2007, International Journal of Learning Technology, V3, DOI 10.1504/IJLT.2007.012367 Pinsonneault A., 1993, Journal of Management Information Systems, V10 Raymond E. S., 1999, CATHEDRAL BAZAAR MUS Resnick P., 1997, COMMUN ACM, V40, P55 Robinson SL, 1996, ADMIN SCI QUART, V41, P574, DOI 10.2307/2393868 Rousseau D., 1998, J APPL PSYCHOL, V84, P514 Tanur J.M., 1982, BEHAV SOCIAL SCI N 2, P294 Tzikopoulos A., 2007, P NORTHRUP UNESCO, 2002, FOR IMP OP COURS HIG Xiong L., 2004, KNOWLEDGE DATA ENG I, P843 Yu C.-P., 2003, ACAD INFORM MANAGEME, V6, P39 Zaheer A, 1998, ORGAN SCI, V9, P141, DOI 10.1287/orsc.9.2.141 TC 8 Z9 8 SN 0266-4909 PD FEB PY 2012 VL 28 IS 1 BP 4 EP 14 DI 10.1111/j.1365-2729.2011.00450.x UT WOS:000299042600002 ER PT J AU Richter, T McPherson, M AF Richter, Thomas McPherson, Maggie TI Open educational resources: education for the world? SO DISTANCE EDUCATION AB Education is widely seen as an important means of addressing both national and international problems, such as political or religious extremism, poverty, and hunger. However, if developing countries are to become societies that can compete properly with Western industrialized countries, not only is a fundamental shift in thinking with regard to the value of education and more/better provision of teaching required, but strong support from other countries is needed as well. This article explores questions such as whether Western policymakers can avoid a repetition of some of the failures of the past few decades in terms of providing foreign aid; how educators and providers of educational scenarios and learning contents can foster and manage the creation of a worldwide knowledge society; and in particular, if the provision of open educational resources (OER) can realistically overcome the educational gap and foster educational justice. CR Albright P., 2005, OPEN ED RESOURCES OP Andrade A., 2011, OER SHIFTING FOCUS O Andrews N., 2009, J AFRICAN STUDIES DE, V1, P8 Benavot A., 2011, CROSS NATL COMMONALI Bogardi J., 2001, STRATEGY HUMAN CAPAC Chumbow B. S., 2002, AFRICAN INTELLECTUAL, P165 D'Antoni S., 2008, OPEN ED RESOURCES WA Davis M., 2005, ELECT J COMMUNICATIO, V15 DePalma D., 2006, CANT READ WONT BUY W Deyrich M. C., 2006, P CATAC 06 CULT ATT, P21 Easterly W, 2006, WHITE MANS BURDEN WH Easterly W., 2005, CLEMENS LECT SERIES, V17 Hunt F., 2007, COMMUNICATIONS ED Kickbusch IS, 2001, HEALTH PROMOT INT, V16, P289, DOI 10.1093/heapro/16.3.289 Leonardi P., 2002, P 3 INT C CULT ATT T, P297 Mikroyannidis A., 2011, P WORLD C ED MULT HY, P3734 Ministerium fur Schule und Weiterbildung Nordrhein-Westfalen, 2011, SCHULG LAND NORDRH W Mitra S., 2005, AUSTRALAS J EDUC TEC, V21, P407 Moore A., 2002, EDUCAUSE REV, V37, P42 Moyo Dambisa, 2009, DEAD AID WHY AID IS Open University, OP U UK CREAT WIN WI Ouane A., 2002, MULTILINGUAL CULTURE Pawlowski J.-M., 2010, E LEARNING 2010 ASPE, P3, DOI 10.1007/978-3-7908-2355-4_1 Pawlowski J.M., 2007, MEHR WISSEN MEHR ERF, P265 Poulova P, 2010, REC ADV COMPUT ENG, P157 Ramsbotham O., 2011, CONT CONFLICT RESOLU Reich J., 2011, OER DIGITAL DIVIDE O Richter T., 2011, ELEARNING PAPERS, V23, P1 Richter T., 2010, Z E LEARNING ZEL FRE, V3, P30 Richter T., 2007, P E ASEM C, P41 Richter T., 2012, CONTEXT INFLUENCE FA Richter T., 2011, EUROPEAN J OEPN DIST, V2 Richter T., 2011, P EDEN 2011 ANN C, P163 Richter T., 2011, P WORLD C ED MULT HY, P1598 Robbins Richard, 2005, GLOBAL PROBLEMS CULT Rosen Yigal, 2011, Educational Technology, V51 Rosmalen P., 2004, LEARNING TECHNOLOGY, V6, P59 Sachs J. D., 2005, ENDE ARMUT OKONOMISC Schwertel U., 2011, P EDEN 2011 ANN C, P150 Thiongo Ngugiwa, 2005, AFRICAN INTELLECTUAL, P155 Tong M.-W., 2006, P 36 ANN FRONT ED C, P322 UNESCO, 1995, OP ED RES UNESCO, 1995, RIGHT ED UNESCO, 2009, EXP CONCL OP DEF BAS UNESCO Institute for Statistics, 2011, AD YOUTH LIT United Nations Educational Scientifi c and Cultural Organization, 2011, ED COUNTS MILL DEV G Wallendorf M, 2001, J CONSUM RES, V27, P505, DOI 10.1086/319625 Wedel J. R., 2001, STRANGE CASE W AID E Williamson C. R., 2009, REV AUSTRIAN EC, V23, P17, DOI [10.1007/s11138-009-0091-7, DOI 10.1007/S11138-009-0091-7] Woolman David C., 2001, INT ED J, V2, P27 Ziegler J., 2008, HASS W WIE SICH ARME TC 8 Z9 8 SN 0158-7919 PY 2012 VL 33 IS 2 SI SI BP 201 EP 219 DI 10.1080/01587919.2012.692068 UT WOS:000306741000006 ER PT J AU WALBERG, HJ THOMAS, SC AF WALBERG, HJ THOMAS, SC TI DEFINING OPEN EDUCATION SO JOURNAL OF RESEARCH AND DEVELOPMENT IN EDUCATION CR BUSSIS AM, 1970, ANALYSIS APPROACH OP ELOFSON TH, 1972, THESIS U ILLINOIS KOPAN AJ, 1974, RETHINKING EDUCATION SPODEK B, 1974, STUDIES OPEN EDUCATI WALBERG HJ, 1971, CHARACTERISTICS OPEN WALBERG HJ, SYSTEMS INDIVIDUALIZ WALBERG HJ, 1972, AM EDUC RES J, V9, P197 WALBERG HJ, 1971, INTERCHANGE, V2, P15, DOI 10.1007/BF02282467 TC 7 Z9 7 SN 0022-426X PY 1974 VL 8 IS 1 BP 4 EP 13 UT WOS:A1974U701900002 ER PT J AU RATHBONE, CH AF RATHBONE, CH TI EXAMINING OPEN EDUCATION CLASSROOM SO SCHOOL REVIEW CR ANDREAE J, 1971, OPEN EDUCATION THERE ASCHEIM S, 1971, BIG ROCK CANDY MT, V2 BARTH RS, 1971, CHILDHOOD EDUCATION, V47 BARTH RS, UNPUBLISHED BARTH RS, 1969, J EDUCATIONAL PHILOS, V1 BARTH RS, 1971, PHI DELTA KAPPAN, V53 BARTH RS, 1970, GRADE TEACHER, V87 BARTH RS, 1971, BIBLIOGRAPHY OPEN ED BARTH RS, 1970, THESIS HARVARD GRADU BELANGER ML, 1967, OPEN EDUCATION ALTER BELANGER ML, 1969, PSYCHOLOGY TEACHER P BERSON MP, 1971, AM EDUCATION, V7 BROWN M, 1970, INTEGRATED DAY PRIMA BUSSIS AM, 1970, ANALYSIS APPROACH OP CASS J, 1965, ROLE TEACHER INFANT COX C, 1969, BLACK PAPER 2 COX CB, 1969, FIGHT EDUCATION *ED DEV CTR, 1971, ESS READED ENGSTROM G, 1970, OPEN EDUCATION LEGAC FARMER I, 1969, FORUM DISCUSSION NEW, V11 FEATHERSTONE J, 1967, NEW REPUBLIC 0810 FEATHERSTONE J, 1971, SCH WHERE CHILDREN L GANS R, 1971, OPEN EDUCATION LEGAC GARDNER DEM, 1966, EXPT TRADITION PRIMA GIBBONS M, 1970, INTERCHANGE, V1 GRANNIS JC, 1967, HARVARD GRADUATE SCH, V12 GROSS B, 1970, SATURDAY REV 0516 HAPGOOD M, 1971, SATURDAY REV 0918 HAWKINS D, 1965, SCIENCE CHILDREN, V2 HAWKINS D, 1969, FORUM, V12 HAWKINS D, 1969, MATHEMATICS TEACHING, V46 HAWKINS FP, 1969, LOGIC ACTION HULL WP, 1970, OCCASIONAL PAPER 1 HULL WP, 1971, ESS READER Jackson P. W., 1968, LIFE CLASSROOMS JAMES C, 1968, YOUNG LIVES STAKE RE JUDSON ME, 1969, BOOKS INTEREST CONCE KALLET A, 1969, OCCASIONAL PAPER, V2 KALLET A, 1967, MATHEMATICS TEACHING, V40 KALLET A, 1966, MAGAZINE IS ABOUT SC, V1 LEITMAN A, 1966, APPROXIMATION NO 1 LEITMAN A, 1968, SCIENCE DEAF CHILDRE LEONDAR B, 1971, NEW LEADER, V54 MARSH L, 1970, ALONGSIDE CHILD EXPE MINUCHIN P, 1969, PSYCHOLOGICAL IMPACT MURROW C, 1971, CHILDREN COME FIRST Peters R., 1969, PERSPECTIVES PLOWDEN RATHBONE CH, 1970, THESIS HARVARD GRADU RATHBONE CH, 1971, URBAN REV, V5 RATHBONE CH, 1971, OPEN EDUCATION INFOR RIDGWAY L, 1968, FAMILY GROUPING PRIM ROGERS V, 1970, TEACHING BRIT PRIMAR ROGERS VR, 1970, SOCIAL EDUCATION, V34 SARGENT B, 1970, INTEGRATED DAY AM SC SCHNEIR W, 1971, NEW YORK TIMES 0404 SEALEY LGW, 1966, ESI QUART REP Silberman C. E., 1970, CRISIS CLASSROOM THACKRAY J, 1970, OPEN DOOR TOBIER AJ, 1969, CTR FORUM, V3 *UK CENTR ADV COUN, 1966, CHILDR PRIM SCH REP, V1 *UK CENTR ADV COUN, 1966, CHILDR PRIM SCH, V1 *UK CENTR ADV COUN, 1966, CHILDR PRIM SCH, V2 *UK CONS COMM PRIM, 1931, PRIMARY SCH *UK DEP ED SCI, 1961, 3 BUILD B VILLET B, 1969, LIFE 0411 WALBERG HJ, 1971, CHARACTERISTICS OPEN WEBER L, 1971, ENGLISH INFANT SCH I YEOMANS E, 1967, EDUCATION INITIATIVE 1967, NEW REPUBLIC 0902 1967, NEW REPUBLIC 0909 TC 7 Z9 7 SN 0036-6773 PY 1972 VL 80 IS 4 BP 521 EP 549 DI 10.1086/443048 UT WOS:A1972N314900002 ER PT J AU Peters, MA AF Peters, Michael A. TI Three Forms of the Knowledge Economy: Learning, Creativity and Openness SO BRITISH JOURNAL OF EDUCATIONAL STUDIES AB This paper outlines and reviews three forms and associated discourses of the 'knowledge economy': the 'learning economy', based on the work of Bengt-angstrom ke Lundvall; the 'creative economy' based on the work of Charles Landry, John Howkins and Richard Florida; and the 'open knowledge economy' based on the work of Yochai Benkler and others. Arguably, these three forms and discourses represent three recent related but different conceptions of the knowledge economy, each with clear significance and implications for education and education policy. The last provides a model of radically non-propertarian form that incorporates both 'open education' and 'open science' economies. RI Peters, Michael/A-8549-2009 CR ARROW KJ, 1962, REV ECON STUD, V29, P155, DOI 10.2307/2295952 Baumol W. J., 2002, FREE MARKET INNOVATI Becker G. S., 1964, HUMAN CAPITAL THEORE BELL D, 1973, COMING POST INDUSTRI Benkler Y, 2006, J POLIT PHILOS, V14, P394, DOI 10.1111/j.1467-9760.2006.00235.x BENKLER Y, 2006, WEALTH NETWORKS HOW BENKLER Y, 2003, FREEDOM COMMONS TOWA Blythe M, 2000, CREATIVE LEARNING FU Bourdieu P., 1986, HDB THEORY RES SOCIO, P241, DOI DOI 10.1177/0265532207083743 Boyle J., 1997, POLITICS INTELLECTUA Brown J. S., 2000, SOCIAL LIFE INFORM Caron AH, 2007, MOVING CULTURES MOBI Caves R. E., 2000, CREATIVE INDUSTRIES Coleman J. S., 1988, AM J SOCIOL, V94, P94, DOI DOI 10.1086/229033 Cowen T., 2002, CREATIVE DESTRUCTION DAVENPORT T. H., 2001, ATTENTION EC UNDERST David P. A, 2003, EC LOGIC OPEN SCI BA Drucker P. F., 1969, AGE DISCONTINUITY GU Etzkowitz H, 2003, SOC SCI INFORM, V42, P293, DOI 10.1177/05390184030423002 ETZKOWITZ H, 2008, TRIPLE HELIX U Etzkowitz H., 1997, U GLOBAL KNOWLEDGE E, P141 Flanagan H., 2005, EMBODYING VALUES TEC Florida R. L, 2002, RISE CREATIVE CLASS Foray Dominique, 2000, EC KNOWLEDGE Frey B. S., 1989, MUSES MARKETS EXPLOR Garzarelli Giampaolo, 2008, Information Technology for Development, V14, DOI 10.1002/itdj.20092 Ginsburgh V, 1996, EC ARTS GORDON WJ, 1993, YALE LAW J, V102, P1533, DOI 10.2307/796826 GRANOVET.MS, 1973, AM J SOCIOL, V78, P1360, DOI 10.1086/225469 Harvey D., 1989, CONDITION POSTMODERN Hayek FA, 1945, AM ECON REV, V35, P519 Hayek Friedrich August, 1937, ECONOMICA, V4, P33 Hearn G., 2008, KNOWLEDGE POLICY CHA Heilbrun J., 2001, EC ART CULTURE Hesmondhalgh D., 2002, CULTURAL IND HOWKINS J, 2001, CREATIVE EC HOW PEOP IIYOSHI T, 2008, OPENING UP ED COLLEC Illich I., 1972, DESCHOOLING SOC Ithaka Harbors Inc., 2007, U PUBL DIG AG ITO M, 2006, DIGITAL GENERATIONS Ito M., 2008, INT HDB CHILDREN MED Landry C, 2000, CREATIVE CITY TOOLKI Lave J., 1991, SITUATED LEARNING LE Lemley MA, 2005, TEX LAW REV, V83, P1031 Lessig L., 2001, CODE OTHER LAWS CYBE Lessig L., 2002, FUTURE IDEAS FATE CO Lessig Lawrence, 2006, CODE VERSION 2 0 LESSIG LAWRENCE, 2004, FREE CULTURE HOW BIG LORENZ E, 2006, HOW EUROPES EC LEARN Lundvall B. A., 1994, J IND STUDIES, V1, P23, DOI DOI 10.1080/13662719400000002 Lundvall B. A., 1988, TECHNOLOGY EC THEORY Lundvall B-A, 1999, GLOBALISING LEARNING Lundvall B.-A, 2003, EC POLITICA IND, V117, P173 Lyotard J. F., 1984, POSTMODERN CONDITION Machlup Fritz, 1962, PRODUCTION DISTRIBUT Neil A., 1960, SUMMERHILL RADICAL A NETANEL NW, 1998, VANDERBILT LAW REV, V51, P271 Netanel NW, 1996, YALE LAW J, V106, P283, DOI 10.2307/797212 Pasinetti L.L., 1981, STRUCTURAL CHANGE EC Peters M., 2006, BUILDING KNOWLEDGE C Peters M. A., 2009, CREATIVITY GLOBAL KN Peters M. A., 2009, GLOBAL CREATION SPAC Peters M. A., 2007, KNOWLEDGE EC DEV FUT PETERS MA, 2009, OPEN ED ED OPENNESS PETERS MA, 2010, VIRTUES OPENNESS ED PORAT M U, 1977, INFORM EC Putnam R., 2000, BOWLING ALONE COLLAP Rhoten D, 2007, ANNU REV LAW SOC SCI, V3, P345, DOI 10.1146/annurev.lawsocsci.3.081806.112900 Rogers C. R., 1969, FREEDOM LEARN Romer P. M., 1990, J POLITICAL EC, V98, P71, DOI DOI 10.1086/261725 Schuchardt K, 2007, CONCURR COMP-PRACT E, V19, P1703, DOI 10.1002/cpe.1201 Scott Lash, 1994, EC SIGNS SPACE Shapiro C, 1998, INFORM RULES A STRAT Stallman Richard M., 2002, FREE SOFTWARE FREE S Stiglitz J., 1999, KNOWLEDGE GLOBAL PUB Stiglitz J, 1999, P ANN BANK C DEV EC, P9 Surowiecki J., 2004, WISDOM CROWDS WHY MA TAPSCOTT DON, 2007, WIKINOMICS HOW MASS Toffler A., 1980, 3 WAVE Touraine A., 1971, POST IND SOC TOMORRO UN, 2008, CREAT EC REP Verschraegen G, 2007, SOC BORDERS, V2, P157, DOI 10.1163/187219107X203540 von Hippel E, 2003, ORGAN SCI, V14, P209, DOI 10.1287/orsc.14.2.209.14992 Waldrop M.M, 2008, SCI AM, V298 TC 6 Z9 6 SN 0007-1005 PY 2010 VL 58 IS 1 BP 67 EP 88 DI 10.1080/00071000903516452 UT WOS:000277492400005 ER PT J AU Harris, R AF Harris, R TI Computer-conferencing issues in higher education SO INNOVATIONS IN EDUCATION AND TRAINING INTERNATIONAL AB This paper discusses the application of computer-based communication technologies to teaching and learning. It describes different forms of computer-mediated communication and then focuses on computer conferencing - which is considered within the context of higher education and open learning. Key points for the successful use of this technique in an educational setting are then discussed - including the importance of planning and closely integrating the use of conferencing within courses. Various teaching strategies and techniques for use with computer conferencing systems are described. This is followed by a section on conference organization, with suggestions for conference layout and reference to the roles that conference moderators are likely to adopt. Finally, in order to demonstrate the range of software that is available, three different conferencing packages are briefly reviewed. CR Ackerman MS, 1990, P ACM C OFF INF SYST, P31, DOI 10.1145/91474.91485 Adams T, 1997, IEEE SOFTWARE, V14, P12 ARMITAGE S, 1996, NOTES NEWS 2 BARNETT L, 1996, TECHNOLOGY TEACHING BRYSON M, 1995, CHOOSING C SYSTEM DAVIE L, 1989, MINDWEAVE COMMUNICAT, P74 Davie L. E., 1991, AM J DISTANCE ED, V5, P15, DOI 10.1080/08923649109526728 EISLEY M, 1991, APPL COMPUTER CONFER GRASSIAN E, 1997, THINKING CRITICALLY HALL RM, 1993, COMPUTER CONFERENCIN Harasim L., 1995, LEARNING NETWORKS FI HARRIS RA, 1998, TRIALING COMPUTER C HARRIS RA, 1997, 1 CLASS DISTANCE LEA HARTLEY J, 1991, COMPUTER C DISTANCE HODGSON B, 1993, KEY TERMS ISSUES OPE Hounsell D., 1996, ASSHE INVENTORY CHAN JOHNSONLENZ P, 1993, COMPUTER CONFERENCIN, P197 KAHLE D, 1996, COMPUTER MEDIATED CO Kaye A., 1992, COLLABORATIVE LEARNI Khan T, 1996, J COMPUT ASSIST LEAR, V12, P172, DOI 10.1111/j.1365-2729.1996.tb00049.x KING T, 1997, ACTIVE LEARNING, V6, P23 Laurillard D., 1993, RETHINKING U TEACHIN Lea M., 1992, CONTEXTS COMPUTER ME, P89 Mason R., 1994, USING COMMUNICATIONS Mason R, 1989, MINDWEAVE COMMUNICAT MASON R, 1991, COMPUTERS LEARNING McConnell D., 1994, IMPLEMENTING COMPUTE Neilson I, 1996, J COMPUT ASSIST LEAR, V12, P114, DOI 10.1111/j.1365-2729.1996.tb00043.x OHAGAN C, 1995, 90 SEDA Paulsen M.F., 1995, ONLINE REPORT PEDAGO PINCAS A, 1995, 90 SEDA QIN ZN, 1995, REV EDUC RES, V65, P129, DOI 10.3102/00346543065002129 Rapaport M., 1991, COMPUTER MEDIATED CO RICE RE, 1992, TELEMATICS WORK, P109 RICHARDS I, 1992, ABB C AM ED RES ASS SELINGER M, 1997, NEW ENV TEACH LEARN SLOANE A, 1996, MULTIMEDIA COMMUNICA Spiro R. J., 1990, COGNITION ED MULTIME, P163 SURAN D, 1997, WEB CONFERENCING SOF Tagg A. C., 1994, AM J DISTANCE ED, V8, P40 WEEDMAN J, 1991, INT J MAN MACH STUD, V34, P303, DOI 10.1016/0020-7373(91)90046-A WOOLLEY DR, 1996, 1996 INT U CONS C WW TC 6 Z9 6 SN 1355-8005 PD FEB PY 1999 VL 36 IS 1 BP 80 EP 91 DI 10.1080/1355800990360111 UT WOS:000081049500011 ER PT J AU McDonald, H Ingvarson, L AF McDonald, H Ingvarson, L TI Technology: a catalyst for educational change SO JOURNAL OF CURRICULUM STUDIES AB In explaining the demise of 'open education', Westbury (1973) identified how the demands and constraints of the conventional classroom context led most teachers attempting open methods to return to whole-class, recitation methods as coping strategies, often against their better judgement. In this paper we draw parallels between the innovations of open education in the 1960s and constructionism in the 1990s. There are considerable similarities between the educational benefits claimed for open education then and constructionism now. Our research examines a situation where constructionism and independent learning combine to form the philosophical base of a school. However, at the same time that the school embraced this philosophy, it also made an extensive commitment to computer technology. This was not by chance: the computers were seen as strongly resourcing the change and were a central component of the innovation. Here we examine whether computers have enhanced teachers' capacity to meet the demands inherent in classroom settings. Are computers freeing teachers and students from the constraints traditional classrooms have placed on their opportunities to pursue more independent and meaningful modes of learning? CR Fullan M. G., 1992, SUCCESSFUL SCH IMPRO WESTBURY I, 1973, J CURRICULUM STUD, V5, P99, DOI 10.1080/0022027730050202 TC 6 Z9 6 SN 0022-0272 PD SEP-OCT PY 1997 VL 29 IS 5 BP 513 EP 527 DI 10.1080/002202797183883 UT WOS:A1997XQ55500002 ER PT J AU HOY, WK JALOVICK, JM AF HOY, WK JALOVICK, JM TI OPEN-EDUCATION AND PUPIL CONTROL IDEOLOGIES OF TEACHERS SO JOURNAL OF EDUCATIONAL RESEARCH CR APPLEBERRY JB, 1969, EDUC ADMIN QUART, V5, P74, DOI 10.1177/0013161X6900500305 BARTH RS, 1972, OPEN ED AM SCH BARTH RS, 1972, NATIONAL ELEMENTARY, V52, P68 BEAN JB, 1974, HIGH CH J, V63 BECKER HS, 1953, J ED SOC, V27 EVANS JT, 1971, CHARACTERISTICS OPEN HOY WK, 1968, SCHOOL REV, V76, P312, DOI 10.1086/442847 HOY WK, 1969, SCHOOL REV, V77, P257, DOI 10.1086/442879 HOY WK, 1967, J EDUC RES, V61, P153 Silberman C. E., 1970, CRISIS CLASSROOM WALBERG JJ, 1971, CHARACTERISTICS OPEN WALLER W, 1932, SOC TEACHING Willower D., 1967, SCH PUPIL CONTROL ID WILLOWER DJ, 1967, STUDYING TEACHING TC 6 Z9 6 SN 0022-0671 PY 1979 VL 73 IS 1 BP 45 EP 49 UT WOS:A1979HR85800010 ER PT J AU ESHEL, Y KLEIN, Z AF ESHEL, Y KLEIN, Z TI EFFECTS OF INTEGRATION AND OPEN-EDUCATION ON MATHEMATICS ACHIEVEMENT IN EARLY PRIMARY GRADES IN ISRAEL SO AMERICAN EDUCATIONAL RESEARCH JOURNAL CR John N., 1975, SCH DESEGREGATION OU KLEIN Z, 1972, INTEGRATION OPEN CLA STALLINGS J, 1975, 163 SOC RES CHILD DE WALBERG HJ, 1972, AM EDUC RES J, V9, P197 TC 6 Z9 6 SN 0002-8312 PY 1978 VL 15 IS 2 BP 319 EP 323 UT WOS:A1978FF85300011 ER PT J AU RESNICK, LB AF RESNICK, LB TI OPEN EDUCATION - SOME TASKS FOR TECHNOLOGY SO EDUCATIONAL TECHNOLOGY CR *AM SOC ASS, 1969, EPISODES SOCIAL Bandura A., 1971, NATURE REINFORCEMENT BARTH RS, 1969, ED PHILOS THEORY, V1, P29, DOI 10.1111/j.1469-5812.1969.tb00348.x BRACHT GH, 1970, REV EDUC RES, V40, P627, DOI 10.3102/00346543040005627 BROWN GI, 1971, HUMAN TECHING HUMAN BRUNER JS, 1964, THEORIES LEARNING IN BURRIS R, 1971, ANNUAL M AM PSYCHOLO CRONBACH LJ, 1969, OEC460612691217 US O Elkind D, 1970, CHILDREN ADOLESCENTS ELLIS A, 1970, COMPUTER ASSISTED IN EVANS S, 1971, EASSEED2 PROJ REP FLAVELL JH, 1968, DEVELOPMENT ROLE TAK GLASER R, 1971, NATURE REINFORCEMENT GLASER R, 1971, EDUCATIONAL MEASUREM HERNDON J, 1965, WAY IT SPOZED BE JONES RM, 1968, FANTASY FEELING EDUC KOHLBERG L, 1971, CONTRIBUTION DEVELOP MEICHENBAUM DH, 1971, NATURE MODIFICATION *MO CENT MIDW REC, 1970, AESTHETIC EDUCATION Popham WJ, 1971, CRITERION REFERENCED ROHWER WD, 1971, HARVARD EDUCATIONAL, V41, P317 ROSNER J, 1970, VISUAL ANALYSIS TRAI ROSNER JM, IN PRESS Smilansky S., 1968, EFFECTS SOCIODRAMATI TC 6 Z9 6 SN 0013-1962 PY 1972 VL 12 IS 1 BP 70 EP 76 UT WOS:A1972L430100018 ER PT J AU Shelton, BE Duffin, J Wang, YX Ball, J AF Shelton, Brett E. Duffin, Joel Wang, Yuxuan Ball, Justin BE Manouselis, N Drachsler, H Verbert, K Santos, OC TI Linking OpenCourseWares and open education resources: creating an effective search and recommendation system SO PROCEEDINGS OF THE 1ST WORKSHOP ON RECOMMENDER SYSTEMS FOR TECHNOLOGY ENHANCED LEARNING (RECSYSTEL 2010) SE Procedia Computer Science CT 4th ACM Conference on Recommender Systems (RecSys 2010)/5th European Conference on Technology Enhanced Learning (EC-TEL 2010) CY SEP 29-30, 2010 CL Barcelona, SPAIN AB With a growing number of digital libraries and other open education repositories being made available, open education specific recommender and search tools play an important role in helping teachers and learners find relevant resources. This paper discusses the design and evaluation of Folksemantic, a system that integrates OpenCourseWare search, Open Educational Resource "more like this" recommendations, and personalized recommendation functionality into a single open source project. Ongoing research is described. (C) 2010 Published by Elsevier B.V. CR BOODMAN A, 2007, GREASEMONKEY Caswell T., 2008, INT REV RES OPEN DIS, V9 DUFFIN J, 2007, OER RECOMMENDER RECO HENSONJOHNSON S, 2008, INT C LEARN SCI UTR Lagoze C., 2002, OPEN ARCH INITIATIVE MURAMATSU B, 2008, OPEN ED RESOURCES IN Ochoa X, 2008, IEEE T LEARN TECHNOL, V1, P34, DOI 10.1109/TLT.2008.1 WILEY D, 2005, OCW FINDER ITERATING ZIA LL, 2000, D LIB MAGAZINE, V6 TC 5 Z9 5 SN 1877-0509 PY 2010 VL 1 IS 2 BP 2865 EP 2870 DI 10.1016/j.procs.2010.08.012 UT WOS:000287102600011 ER PT J AU Tselios, N Stoica, A Maragoudakis, M Avouris, N Komis, V AF Tselios, Nikolaos Stoica, Adrian Maragoudakis, Manolis Avouris, Nikolaos Komis, Vassilis TI Enhancing user support in open problem solving environments through Bayesian Network inference techniques SO EDUCATIONAL TECHNOLOGY & SOCIETY AB During the last years, development of open learning environments that support effectively their users has been a challenge for the research community of educational technologies. The open interactive nature of these environments results in users experiencing difficulties in coping with the plethora of available functions, especially during their initial efforts to use the system. In addition, - from the tutors' perspective - the problem solving strategies of the students are often particularly difficult to identify. In this paper, we argue that such problems could be tackled using machine learning techniques such as Bayesian Networks. We show how we can take advantage of log files obtained during field studies to build an adaptive help system providing the most useful support to the student, according to the state of interaction. On the other hand, we attempt to support the tutor, by automating the process of diagnosing students' problem solving strategies using Bayesian Networks. The presented approaches are discussed through examples of two prototypes that have been developed and corresponding evaluation studies. These studies have shown that the proposed approach can effectively support the tasks of students and tutors in such open learning environments. CR AVOURIS N, 2000, J COMPUTER APPL ENG, V9, P8 BUNT A, 2003, J USER MODELING USER, V13, P269 Collins J., 1996, P 3 INT C INT TUT SY, P569 Conati C, 2002, USER MODEL USER-ADAP, V12, P371, DOI 10.1023/A:1021258506583 Conati C., 1997, P 7 INT C US MOD, P231 COOPER KH, 1992, MUNIVIRO, V9, P4 Daskalaki S., 2006, APPL ARTIF INTELL, V20, P1 Ergazaki M, 2005, INT J SCI EDUC, V27, P909, DOI 10.1080/09500690500069376 Glasersfeld E. von, 1987, PROBLEMS REPRESENTAT, P3 Glymour C., 1999, COMPUTATION CAUSATIO GUDZIAL MJ, 1993, 9341 GVU CTR Heckerman D, 1996, MSRTR9506 HELLMAN R, 1989, BEHAV INFORM TECHNOL, V8, P417 Holmes G., 1994, Proceedings of the 1994 Second Australian and New Zealand Conference on Intelligent Information Systems (Cat. No.94TH8019), DOI 10.1109/ANZIIS.1994.396988 Jameson A, 1995, USER MODEL USER-ADAP, V5, P193 Jeffreys H, 1939, THEORY PROBABILITY KINSHUK P, 2002, HDB INFORMATION TECH, P79 Komis V., 2002, Education and Information Technologies, V7, DOI 10.1023/A:1020309927987 Dimitracopoulou A., 2005, International Journal of Continuing Engineering Education and Life-Long Learning, V15, DOI 10.1504/IJCEELL.2005.006791 KOMIS V, 2001, SCI TECHNIQUES ED, V8, P75 Kordaki M, 1998, COMPUT EDUC, V31, P405, DOI 10.1016/S0360-1315(98)00050-5 LUGER GF, 1998, ARTIFICIAL INTELIGEN MAYO M, 2000, INT J ARTIFICIAL INT, V12, P124 Mitchell TM, 1997, MACHINE LEARNING Nathan M. J., 1998, INTERACTIVE LEARNING, V5, P135, DOI DOI 10.1080/1049482980050110 NIEDERMAYER D, 1998, 184354440 U SASK NORMAN DA, 1986, COGNITIVE ENG USER C Pearl Judea, 1988, PROBABILISTIC REASON Squires D, 1999, INTERACT COMPUT, V11, P467, DOI 10.1016/S0953-5438(98)00063-0 STEPHENSON T, 2000, 0003 IDIAPRR SUTHERS D, 2001, SMART MACHINES ED TSELIOS N, 2002, J ED INFORM TECHNOLO, V7, P19 Vomlel J, 2004, INT J UNCERTAIN FUZZ, V12, P83, DOI 10.1142/S021848850400259X Witten IH, 2005, DATA MINING PRACTICA WOOLF BP, 2001, SMART MACHINES ED Xenos M, 2004, COMPUT EDUC, V43, P345, DOI 10.1016/j.compedu.2003.09.005 TC 5 Z9 5 SN 1436-4522 PY 2006 VL 9 IS 4 BP 150 EP 165 UT WOS:000242176300013 ER PT J AU Sunderland, J AF Sunderland, J TI New communication practices, identity and the psychological gap: the affective function of e-mail on a distance doctoral programme SO STUDIES IN HIGHER EDUCATION AB Distance or open learning in higher education is now closely associated with computer-mediated communication (CMC). Distance education, however, is not only a question of new technology, but of pedagogy and learning, and of the implications of new technology for these. For the doctoral distance student, a further issue may be one of identity-as a student registered with one institution, while (often) working as a professional at another. Taking as data e-mail messages sent by PhD students over the first 2 years of a (largely) distance programme, it is suggested that while one important contribution of e-mail is clearly the speed and ease of its use, this contribution is more than maintenance of a communication channel. Not only can message-senders remain in touch almost constantly, they can also take steps to obtain support, can inscribe their multiple identities within their messages, and can adapt the medium for their own needs. These can have particular value for professionals studying part-time on distance programmes. CR Baron Naomi S., 2000, ALPHABET EMAIL WRITT Bates A. W., 1997, DISTANCE ED, V18, P93, DOI 10.1080/0158791970180108 CHAN WY, 1998, ADV MOL CELL ENDOCR, V2, P121, DOI 10.1016/S1569-2566(98)80014-8 Condon S. L, 1996, COMPUTER MEDIATED CO Hara N., 1999, STUDENTS FRUSTRATION Herring S. C., 1996, COMPUTER MEDIATED CO Hopper R., 1992, TELEPHONE CONVERSATI Jegede O. J., 1994, DISTANCE ED, V15, P279, DOI 10.1080/0158791940150207 Liaw M.-L., 1998, SYSTEM, V26, P335, DOI 10.1016/S0346-251X(98)00025-6 Marsden R., 1996, DISTANCE ED, V17, P222, DOI 10.1080/0158791960170203 MININNI G, 1985, RASSEGNA ITALIANA LI, V17, P187 MOORE ID, 1991, HYDROL PROCESS, V5, P3, DOI 10.1002/hyp.3360050103 MORAN C, 1998, PAGE SCREEN TAKING L NAYA Y, 1999, 12 WORLD C APPL LING NEWLANDS D, 1998, USING WEB EMAIL SUBS Sherry L., 1996, INT J DISTANCE ED, V1, P337 SPOONER M, 1996, COLL COMPOS COMMUN, V47, P252, DOI 10.2307/358795 Swales J. M., 1994, ACAD WRITING GRADUAT, V1st TEVEN JJ, 1996, COMMUN EDUC, V46, P1 WHEELER S, 1999, 19 WORLD C OP LEARN Willis B., 1993, DISTANCE ED PRACTICA TC 5 Z9 5 SN 0307-5079 PD MAY PY 2002 VL 27 IS 2 BP 233 EP 246 DI 10.1080/03075070220120047 UT WOS:000175055000007 ER PT J AU Ruokamo, H Pohjolainen, S AF Ruokamo, H Pohjolainen, S TI Distance learning in a multimedia networks project: main results SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY AB This paper discusses a goal-oriented project called Distance Learning in Multimedia Networks (ETAKAMU) that was a part of the Finnish Multimedia Programme (FMP), The project started in February 1996 and lasted until January 1999, The project combined the efforts of Finnish telecommunication companies, content providers, publishing houses, hardware companies and educational institutions in the field of distance learning, This paper describes the background, the goals and part of the results of the ETAKAMU project as well as the project's organisation. The main goals of the ETAKAMU project were to research, develop and evaluate open learning environments using computer networks and computers in learning, The pedagogical background of the project is based on seven qualities of meaningful learning that are applicable to lifelong learning independent of time and place, The ETAKAMU project arranged teaching experiments and user trials for various learners in different content areas and in different learning environments, Feedback and data were gathered via an investigation of how various pedagogical and technical solutions function in practice, This paper presents some pilot areas of the ETAKAMU project and main results received in the project. RI Pohjolainen, Seppo/G-1818-2014 CR CARLEY SS, 1998, P IASTED INT C COMP, P177 HAMALAINEN M, 1999, P 9 INT PEG C INT CO, P1 Jonassen D. H., 1995, Educational Technology, V35 LEINONEN T, 1998, P IASTED INT C COMP, P134 Nykanen O., 1998, Education and Information Technologies, V3, DOI 10.1023/A:1009653700008 PIIKSI KI, 1999, P 9 INT PEG C INT CO, P262 POHJALAINEN S, 1999, INT J CONTINUING ENG, V9 POHJOLAINEN S, 1999, P 9 INT PEG C INT CO, P23 POHJOLAINEN S, 1998, P IASTED INT C COMP, P91 POHJOLAINEN S, 1997, MULTIMEDIA NETWORKS, P853 RINTAFILPPULA R, 1998, P 15 IFIP WORLD COMP, P845 Ruokamo H., 1998, JUCS J UNIVERSAL COM, V4, P292 RUOKAMO H, 1999, ETAOPETUS MULTIMEDIA RUOKAMO H, 1999, P 9 INT PEG C INT CO, P153 TC 5 Z9 5 SN 0007-1013 PD APR PY 2000 VL 31 IS 2 BP 117 EP 125 DI 10.1111/1467-8535.00142 UT WOS:000086626800003 ER PT J AU Hashim, Y AF Hashim, Y TI Are instructional design elements being used in module writing? SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY AB This paper discusses the elements of instructional design (ID) and technical design in module writing. An evaluation instrument was developed to evaluate the modules written by course lecturers from the School of Distance Education, University Sains Malaysia, In the study, fifty modules (12%) were selected from the Arts, Science and Engineering courses, The findings of the evaluation showed that instructional modules were weak in a number of elements. The study recommended that multimedia and distance learning strategies should be integrated in the learning activities. Post-test and pre-test may be considered to make the learning modules more self-contained, self-instructional, and interactive, Courses on distance learning theories, instructional design and development, media selection, media attributes, multimedia production, media integration, utilisation and management in distance and open learning may help course writers to write better modules, The Centre needs to have a standard guideline for module writing, The present guidelines need to be improved to include other ID and technical elements in module writing. CR Ausubel D., 1968, ED PSYCHOL COGNITIVE BAATH JA, 1980, POSTAL 2 WAY COMMUNI Bloom B. S., 1956, TAXONOMY ED OBJECTIV DICK W, 1990, SYSTEMATIC DESIGN IN Heinich R., 1989, INSTRUCTIONAL MEDIA Heinich R., 1996, INSTRUCTIONAL MEDIA HOLMBERG B, 1977, DISTANCE ED Hooper S., 1986, J INSTRUCTIONAL DEV, V9, P22, DOI DOI 10.1007/BF02908315 Jonassen D., 1995, AM J DISTANCE ED, V9, P7 MOORE ID, 1991, HYDROL PROCESS, V5, P3, DOI 10.1002/hyp.3360050103 Richey R. C., 1986, THEORETICAL CONCEPTU RUBENS P, 1985, TECH COMMUN, V32, P29 Russell J.D., 1974, MODULAR INSTRUCTION SHARIFAH A, 1988, 14 WORLD C OSL 9 16 YUSUP H, 1997, DIST ED LECT U TEKN TC 5 Z9 5 SN 0007-1013 PD OCT PY 1999 VL 30 IS 4 BP 341 EP 358 DI 10.1111/1467-8535.00124 UT WOS:000082800900006 ER PT J AU FRIEDLANDER, BZ AF FRIEDLANDER, BZ TI OPEN EDUCATION - COMMENT SO AMERICAN EDUCATIONAL RESEARCH JOURNAL TC 5 Z9 5 SN 0002-8312 PY 1975 VL 12 IS 4 BP 465 EP 468 UT WOS:A1975AX00300006 ER PT J AU PROSHANS.E WOLFE, M AF PROSHANS.E WOLFE, M TI PHYSICAL SETTING AND OPEN EDUCATION SO SCHOOL REVIEW CR JUSTA F, 1973, PERSONAL COMMUNICATI TC 5 Z9 5 SN 0036-6773 PY 1974 VL 82 IS 4 BP 556 EP 574 DI 10.1086/443150 UT WOS:A1974U444500004 ER PT J AU Conole, G AF Conole, Grainne TI Fostering social inclusion through open educational resources (OER) SO DISTANCE EDUCATION CR Conole G., 2011, DEHUB SUMM ED 2011 2 Conole G., 2010, LIT REV USE WEB 2 0 Daniel J., 2010, OPEN FLEXIBLE LEARNI Mayes T., 2004, STAGE 2 REV E LEARNI McAndrew P., 2009, OPENLEARN RES REPORT TC 4 Z9 4 SN 0158-7919 PY 2012 VL 33 IS 2 SI SI BP 131 EP 134 DI 10.1080/01587919.2012.700563 UT WOS:000306741000001 ER PT J AU Olcott, D AF Olcott, Don, Jr. TI OER perspectives: emerging issues for universities SO DISTANCE EDUCATION AB This reflection examines some of the continuing and emerging issues in the open educational resources (OER) field. These include blending OER with university management structures; formal and non-formal OER; the need for sustainable OER business models; and expanding awareness, adoption, and use of OER. In the future, research will need to examine the concept of open educational practices (OEP) and OER issues relevant to faculty incentives and career advancement in the university. The author suggests there is no silver bullet solution to the "open" road ahead. Proprietary and open content will coexist in the education sector. OER are not a panacea for resolving all the range of global education issues and divides. OER are, however, a valuable resource that must be developed and sustained. OER may ultimately be the genuine equalizer for education and for empowering social inclusion in a pluralistic, multicultural, and imperfect world. CR Butcher N., 2011, BASIC GUIDE OPEN ED Conole G., 2010, DEFINING OPEN ED PRA Conole G. C., 2010, UNESCO WORKSH OER WI De Langen F. H. T., 2012, EUROPEAN J OPEN DIST, VI, P1 Ehlers U.-D., 2008, EDEN 2008 ANN C LISB Green C., 2012, THANKS CREATIVE COMM Kan War Asha, 2010, American Journal of Distance Education, V24, DOI 10.1080/08923641003696588 Massachusetts Institute of Technology ( MIT) & Harvard University, 2012, FUT ONL ED IS NOW McGreal R., 2012, NEED OPEN ED RESOURC UNESCO/COL, 2011, GUID OP ED RES OER H TC 4 Z9 4 SN 0158-7919 PY 2012 VL 33 IS 2 SI SI BP 283 EP 290 DI 10.1080/01587919.2012.700561 UT WOS:000306741000012 ER PT J AU Willems, J Bossu, C AF Willems, Julie Bossu, Carina TI Equity considerations for open educational resources in the glocalization of education SO DISTANCE EDUCATION AB Open educational resources (OER) have become new buzzwords in the glocalization of education. While OER are often espoused as enabling educational equity, the reality is not always the case. Looking only at the positives of new educational methods can mask perpetuating challenges, which makes the open aspect of OER a misnomer. Taking an alternative stance, this article critically evaluates the broader notion of OER through the lens of equity. It contends that while equity reasons often underpin the provision of OER, challenges continue to be experienced by some in accessing open digital materials for learning. This article explores some of these issues and argues that equity considerations are fundamental in OER design. CR Anderson T., 2002, DISTANCE ED DISTRIBU, P115 Arthurson K, 2004, AUST J SOC ISSUES, V39, P25 Atkins D. E., 2007, REV OPEN ED RESOURCE Australian Bureau of Statistics, 2010, IND STAT SCH AB TORR Bates A. W., 2005, TECHNOLOGY E LEARNIN, V2nd Bissell A., 2009, OPEN LEARNING J OPEN, V24, P97, DOI DOI 10.1080/02680510802627886 Bossu Carina, 2011, On the Horizon, V19, DOI 10.1108/10748121111179385 Bradshaw J, 2004, DRIVERS SOCIAL EXCLU Brady F, 2008, P 6 INT CULT ATT COM, P384 Centre for Economic and Social Inclusion, 2012, AB INCL Connolly T., 2007, OPENED 2007 LOC LEAR Conole G., 2011, DEHUB SUMM ED 2011 2 Coram S., 2007, JUST POLICY, V44, P5 Cullen J., 2007, 4 TAV I HUM RIGHTS Department for Communities and Local Government, 2011, ENGL IND DEPR 2010 Downes S., 2004, ONLINE ED USING LEAR, P20 Downes S., 2007, INTERDISCIPLINARY J, V3, P29 Estivill J, 2003, CONCEPTS STRATEGIES Gale T., 2009, NCSEHE FOR WHAT WE K Giddens A., 1990, CONSEQUENCES MODERNI Gunawardena C. N., 2004, HDB RES ED COMMUNICA, P355 Hassan G., 2003, STAYING HUMAN RESPEC Helsper E. J., 2011, EMERGENCE DIGITAL UN Johnson L., 2010, 2010 HORIZON REPORT Kan War Asha, 2010, American Journal of Distance Education, V24, DOI 10.1080/08923641003696588 Kaplan D., 2005, E INCLUSION NEW CHAL Kwiek M., 2001, HIGHER ED EUROPE, V26, P27, DOI [10.1080/03797720120054157, DOI 10.1080/03797720120054157] Lane A. B., 2008, OPENING ED COLLECTIV, P149 Lucas K, 2004, ENV SOCIAL JUSTICE R Mancinelli E., 2007, E INCLUSION INFORM S Marginson S., 2008, GLOBAL POSITION AUST Marginson S., 2007, GLOBALISATION HIGHER Matkin G. W., 2009, OCWC GLOB C MONT MEX Matkin G. W., 2009, DISTANCE ED REPORT, V13, P7 McGill L., 2010, OPEN ED RESOURCE KIT McGreal R., 2010, OPENED 2010, P1 Meiszner A., 2011, WHY OPEN ED LESSONS Nipper S., 1989, MINDWEAVE COMMUNICAT, P63 OECD, 2007, GIV KNOWL FREE EM OP OER Foundation, 2011, OER FDN WHO WE AR OER Foundation, 2011, OER FDN FAQS WHAT AR OPAL, 2011, SUPP POL CREAT IMP O Panke S., 2011, ELEARNING PAPERS, V23, P1 Petrides L, 2008, LECT NOTES COMPUT SC, V5192, P344 Pottruck David S., 2000, CLICKS MORTAR PASSIO Richter T., 2010, OP ED 2010 C BARC Ryan Y., 2008, INT HDB DISTANCE ED, P741 Santiago P., 2008, TERTIARY ED KNOWLEDG, V2 Saunders P, 2008, AUST J SOC ISSUES, V43, P175 Schuwer Robert, 2009, OPEN LEARNING J OPEN, V24, P67, DOI DOI 10.1080/02680510802627852 Sclater N., 2009, CHANGING CULTURES HI, P1 Silver L., 2009, OPEN LIB CLASS J, V1, P1 South African Government Information, 2011, NAT ANTH South African Government Information, 2009, CONST Spender D., 1995, NATT NET WOM POW CYB Taylor J. C., 2001, ICDE 20 WORLD C DUSS Taylor J. C., 1998, INDIAN J OPEN LEARN, V7, P67 Till M., 2002, CAUSES POVERTY SOCIA UNESCO, 2005, OP ED RES UNESCO, 2002, FOR IMP OP COURS HIG Vick M., 2001, SOCIOLOGY ED POSSIBI, P41 Vota W., 2011, WHAT I GAVE YOU FULL Warschauer M, 2003, TECHNOLOGY AND SOCIAL INCLUSION - RETHINKING THE DIGITAL DIVIDE, P1 Wellman B., 2002, DIGITAL CITIES, P11 Wikimedia, 2011, LIST WIK Wikipedia, 2011, LIST WIK SPEAK PER A Wikipedia, GLOC Wiley D., 2009, TRANSF POT OP ED RES Wiley D., 2009, OPEN LEARNING J OPEN, V24, P11, DOI DOI 10.1080/02680510802627746 Willems J., 2005, DISTANCE EDUC, V26, P429, DOI [10.1080/01587910500291579, DOI 10.1080/01587910500291579] Willems J, 2010, HIGH EDUC RES DEV, V29, P603, DOI 10.1080/07294361003592058 Wolfenden F., 2008, J INTERACTIVE MEDIA World Trade Organization (WTO), 2012, GATS TRAIN MOD TC 4 Z9 4 SN 0158-7919 PY 2012 VL 33 IS 2 SI SI BP 185 EP 199 DI 10.1080/01587919.2012.692051 UT WOS:000306741000005 ER PT J AU Slabbert, JA Hattingh, A AF Slabbert, Johannes A. Hattingh, Annemarie TI 'Where is the post-modern truth we have lost in reductionist knowledge?' A curriculum's epitaph SO JOURNAL OF CURRICULUM STUDIES AB This essay suggests a way for creating a curriculum for the future amidst the challenges of post-modern uncertainty. Curriculum discourse in the past has been dominated by widely-accepted key questions, which produce and maintain curricula that are essentially fragmented and reductionistic, and directly opposed to the essential demands of the holistic nature of life. The essay proposes a contemporary curriculum philosophy that is fundamentally heuristic, with a radically eclectic, contingent character. CR Ackerman Bruce, 1980, SOCIAL JUSTICE LIBER ALBANESE MA, 1993, ACAD MED, V68, P52, DOI 10.1097/00001888-199301000-00012 ARMSTRONG T, 1991, AWAKENING YOUR CHILD ASPIN D, 1994, QUALITY SCH PRAGMATI Barrows H. S., 1980, PROBLEM BASED LEARNI BARROWS HS, 1986, MED EDUC, V20, P481 BERMAN LM, 1991, TOWARD CURRICULUM BE BERMAN M, 1988, REENCHANTMENT WORLD Bohm David, 1980, WHOLENESS IMPLICATE Bowers C., 1990, RESPONSIVE TEACHING Bridges E.M., 1992, PROBLEM BASED LEARNI Capra F., 1996, WEB LIFE NEW SYNTHES Clark Jr ET, 1997, DESIGNING IMPLEMENTI CLAXTON G, 1999, WISE UP CHALLENGE LI Duch B., 2001, POWER PROBLEM BASED EVERS CW, 1983, J PHILOS EDUC, V17, P55 FLAKE CL, 2002, ED TRANSFORMATION RE, P285 Fullan M., 2001, NEW MEANING ED CHANG Gutmann Amy, 1987, DEMOCRATIC ED Hall E. T, 1976, CULTURE HARMAN W, 1992, SCI VIS C PRET HUM S Harman Willis, 1988, GLOBAL MIND CHANGE HINDESS EF, 1972, P PHILOS ED SOC GREA, V6, P164 Jean Francois Lyotard, 1985, POSTMODERN CONDITION KLEINIG J, 1973, P PHILOS ED SOC GREA, V7, P149 Koestler A., 1972, ROOTS COINCIDENCE LAND G, 1992, BREAKPOINT BEYOND MA Levin David M., 1988, OPENING VISION NIHIL Macdonald D, 2003, J CURRICULUM STUD, V35, P139, DOI 10.1080/00220270210157605 MANCALL JC, 1992, PHI DELTA KAPPAN, V73, P526 Marshall Ian, 2000, SQ SPIRITUAL INTELLI MCGINN N, 1999, ED PRACTICE THEORY, V21, P7 MENDUS S, 1989, TOLERATION LIMITS LI MEYER S, 1994, P KENT 21 ED C CAP T MILLER JB, 1988, STONE CTR WORKING PA Mills E. S., 1990, J REAL ESTATE FINANC, V3, P323 NIEBUHR G, 1996, NY TIMES 0804 Noddings N., 2002, ED MORAL PEOPLE CARI Noddings N., 1992, CHALLENGE CARE SCH Noddings Nel, 1984, AWAKENING INNER EYE Noddings Nel, 1993, ED INTELLIGENT BELIE Noddings Nell, 1995, PHILOS ED Palmer PJ, 1998, COURAGE TEACH EXPLOR PALMER PJ, 1999, EDUC LEADERSHIP, V56, P2 Pearcey N., 1994, SOUL SCI CHRISTIAN F Schubert W, 1986, CURRICULUM PERSPECTI Senge P., 1994, 5 DISCIPLINE FIELDBO SLABBERT JA, 1997, QUANTUM LEAP EXCELLE Slattery P., 1995, CURRICULUM DEV POSTM STEINBERG SR, 1995, CURRICULUM DEV POSTM TARNAS R, 1991, PASSION W WORLD UNDE TATUM BD, 2000, ED TRANSFORMATION RE, P79 UNESCO, 1996, LEARN TREAS REP UNES VANLOGGERENBERG A, 2000, THESIS U PRETORIA Waldrop M. M., 1992, COMPLEXITY EMERGING WATT AJ, 1976, PHILOS Q, V25, P40 Westbury I, 1999, CURRICULUM INQ, V29, P355, DOI 10.1111/0362-6784.00132 WIELEMANS W, 1993, VOORBIJ HET INDIVIDU Wraga W. G., 1999, ED RES, V28, P4, DOI 10.3102/0013189X028001004 Wraga WG, 2003, J CURRICULUM STUD, V35, P425, DOI 10.1080/0022027032000098494 Young M. F. D., 1998, CURRICULUM FUTURE NE TC 4 Z9 4 SN 0022-0272 PD DEC PY 2006 VL 38 IS 6 BP 701 EP 718 DI 10.1080/00220270600608023 UT WOS:000243276500005 ER PT J AU Rogers, B AF Rogers, B TI Educational research for professional practice: More than providing evidence for doing 'x rather than y' or finding the 'size of the effect of A on B' SO AUSTRALIAN EDUCATIONAL RESEARCHER AB Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their practice on the best available evidence for doing 'x rather than y' (Hargreaves 1996) or predicting the 'size of the effect of A on B' (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based on some form of evidence. This paper explores Hargreaves' notion of evidence-based practice, providing a range of criticisms. It also examines Carr's historical account of 'praxis' and 'poiesis' to suggest a notion of evidence-based praxis based partly on the historical notion of 'phronesis'-practical wisdom. The basis for this is the argument that wise and practical ethical and moral judgements are central to an understanding of teachers' daily work. What to do in a specific educational situation cannot be determined solely by theoretical beliefs or by 'techne'. However the ethical dimension is not the only consideration. The paper suggests that evidence-based praxis use Stenhouse's notion of 'actionable evidence', which includes the ethical dimension, but also Thomson's concept of 'thisness', which describes the unique contextual characteristics of a school. If disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms, schools and neighbourhoods. This 'praxis' also involves them in modifying their theories, critically analysing 'what works', questioning how they know and developing ideas about how things might be done differently. There will be an element of developing knowledge about teaching and learning strategies (Hargreaves' 'body of knowledge'), but it will be in the context of the ethical and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal and open learning process like that highlighted by researchers who focus on student participation linked to school reform. CR Atkinson E, 2000, BRIT J SOCIOL EDUC, V21, P317, DOI 10.1080/713655359 Barnes HM, 2000, HEALTH PROMOT INT, V15, P17, DOI 10.1093/heapro/15.1.17 BLUNKETT D, 2000, RES INTELLIGENCE, V71 Carr W, 2000, OXFORD REV EDUC, V26, P437, DOI 10.1080/713688539 CARR W., 1987, J PHILOS EDUC, V21, P163, DOI 10.1111/j.1467-9752.1987.tb00155.x Davies P, 1999, BRIT J EDUC STUD, V47, P108, DOI 10.1111/1467-8527.00106 *DETYA HIGH ED DIV, 2000, IMP ED RES Edwards A, 2000, BRIT EDUC RES J, V26, P3 Elliot J., 1996, CAMB J EDUC, V26, P199, DOI 10.1080/0305764960260205 Elliott J, 2001, BRIT EDUC RES J, V27, P555, DOI 10.1080/01411920120095735 EVANS J, 2000, SYSTEMATIC REV ED RE Fielding M., 1999, AUSTR ED RES, V26, P1 Fielding M, 2001, J ED CHANGE, V2, P123, DOI DOI 10.1023/A:1017949213447 Fielding M, 2001, J PHILOS EDUC, V35, P695, DOI 10.1111/1467-9752.00254 GROUNDWATERSMIT.S, 2001, INT STUD ASS TEACH T Hammersley M, 2000, OXFORD REV EDUC, V26, P393, DOI 10.1080/713688545 HANNAN A, 2000, ED LINE Hargreaves D, 1997, BRIT EDUC RES J, V23, P141, DOI 10.1080/0141192970230402 HARGREAVES D, 2001, BRIT ED RES ASS ANN Hargreaves D. H., 1996, TEACH TRAIN AG ANN L HARGREAVES DH, 1999, CAMBRIDGE J ED, V29, P122 Hargreaves DH, 2001, BRIT EDUC RES J, V27, P487, DOI 10.1080/01411920120071489 Hargreaves DH, 1999, BRIT J EDUC STUD, V47, P122, DOI 10.1111/1467-8527.00107 Herr K., 1999, EDUC RES, V28, P12, DOI 10.3102/0013189X028005012 Hodgkinson P., 2000, SOCIOLOGICAL RES ONL, V5 MCLAUGHLIN T, 1996, STREET SMARTS CRIT T POTTER G, 2001, AUSTR ED RES, V28, P117 Rein M, 1993, ARGUMENTATIVE TURN P Sylva K, 2000, OXFORD REV EDUC, V26, P293, DOI 10.1080/713688542 Taylor S., 1997, ED POLICY POLITICS C THOMSON P, 1999, INT CONF PRINC HELS Thomson P., 2000, AUSTR ED RES, V27, P157 Wagner J, 1999, ELEM SCHOOL J, V100, P151, DOI 10.1086/461948 Wasley P. A., 1997, KIDS SCH REFORM Wilson B.L., 2001, LISTENING URBAN KIDS TC 4 Z9 5 SN 0311-6999 PD AUG PY 2003 VL 30 IS 2 BP 65 EP 85 UT WOS:000189157400007 ER PT J AU Trikic, A AF Trikic, A TI Evolving open learning environments using hypermedia technology SO JOURNAL OF COMPUTER ASSISTED LEARNING AB A number of features of web-based hypermedia are identified as providing a suitable medium for the design of open learning environments. The underlying object-oriented architecture of hypermedia systems accords with the need for representational diversity of pedagogic mechanisms and the ongoing re-construction that an evolutionary approach to the design of learning activity demands. A web-based prototype has been constructed to represent aspects of the National English Board curriculum in diabetes mellitus. The design and development process tries to take account of features of the environment likely to influence or be influenced by the intervention. Quantitative and qualitative methods have been employed to enable an evaluation of the hypermedia design and its environment of use. CR BOOCH G, 1991, OBJECT ORIENTED DESI BRUNE RJ, 1985, CULTURE COMMUNICATIO, P21 Card S.K., 1991, P SIGCHI C HUM FACT, P181, DOI 10.1145/108844.108874 Dillon A, 1998, REV EDUC RES, V68, P322, DOI 10.3102/00346543068003322 Goodyear P., 1992, Journal of Computer Assisted Learning, V8, DOI 10.1111/j.1365-2729.1992.tb00401.x Harel I. E., 1991, CONSTRUCTIONISM HARTSON HR, 1989, INT J MAN MACH STUD, V31, P477, DOI 10.1016/0020-7373(89)90005-9 Kuuti K., 1997, CONTEXT CONSCIOUSNES, P17 Lee B, 1985, CULTURE COMMUNICATIO, P66 LEWIS R, 1995, TELEMATICS FOR EDUCATION AND TRAINING, P270 NARDI BA, 1997, ACTIVITY THEORY HUMA PASK G, 1976, BRIT J EDUC PSYCHOL, V46, P128 Popper K, 1975, OBJECTIVE KNOWLEDGE Rumbaugh J., 1991, OBJECT ORIENTED MODE Sweller J., 1994, LEARN INSTR, V4, P295, DOI DOI 10.1016/0959-4752(94)90003-5 Vygotsky L. S., 1978, DEV HIGHER PSYCHOL P WERTSCH JV, 1985, VYGOTSKIAN PERSPECTI TC 4 Z9 4 SN 0266-4909 PD JUN PY 2001 VL 17 IS 2 BP 186 EP 199 DI 10.1046/j.0266-4909.2001.00171.x UT WOS:000168979600007 ER PT J AU Smith, LAH AF Smith, LAH TI "Open education" revisited: Promise and problems in American educational reform (1967-1976) SO TEACHERS COLLEGE RECORD AB Between 1967 and 1976, that period of social/political protest and reform, the ideas and practices of "open education" spread rapidly across this country. Educators were caught up in a kind of education that seemed to answer the many strident criticisms of American public schools. News of successful English informal schools fanned the flames. It was a time of excitement, progress, anti optimism that schools could make a positive difference in the lives of children, contribute to the search for alternatives to existing social institutions, and promote the liberation of the human mind and spirit, so long desired and so seldom achieved. This informal, nontraditional style of education seemed to promise much, but it brought serious problems with it because it would require fundamental changes, both in institutional practices and policies and in basic assumptions about children, teaching and learning; and the role of schools in the American society. Support was gradually withdrawn and America went "bask to basics." However, contemporary educational research seems now to bt!ar out the basic notion of the open classroom, namely, that children can and should be taught in the ways they learn best. It is time for another look at "open education." CR [Anonymous], COMMUNICATION Aries Phillip, 1962, CENTURIES CHILDHOOD ARMINGTON D, 1972, OPEN ED SOURCEBOOK P, P63 Athey C., 1990, EXTENDING THOUGHT YO BARTH RS, 1971, BIBLIOGRAPHY OPEN ED BELENKY MF, 1986, WOMENS WAYS KNOWING, P193 BLACKIE J, 1970, INSPECTING INSPECTOR BUSSIS A, 1976, SURFACE CURRICULUM I CARINI P, 1982, SCH LIVES 7 CHILDREN Carini P. F., 1979, ART SEEING VISIBILIT CLEGG AB, COMMUNICATION CLEVERDON SA, 1974, OUTLOOK, V11, P30 CRANITCH E, COMMUNICATION Cremin L., 1964, TRANSFORMATION SCH P deMause Lloyd, 1974, HIST CHILDHOOD DEVANEY K, 1975, EXPLORING TEACHERS C DEVANEY K, 1974, DEV OPEN ED AM DEWEY J, 1959, DEWEY ED, P91 DEWEY J, 1996, LECT PHILOS ED, P47 DROPKIN R, 1976, ROOTS OPEN ED AM REM FANTINI MD, 1976, ALTERNATIVE ED SOURC, P9 FEATHERSTONE J, 1971, NEW REPUBLIC 0925, P17 FEATHERSTONE J, 1967, NEW REPUBLIC 0810, P10 FEATHERSTONE J, 1971, NEW REPUBLIC 0911, P20 GARDNER DEM, 1971, ENGLISH INFANT SCH I Gardner H., 1983, FRAMES MIND THEORY M Gardner Howard, 1991, UNSCHOOLED MIND CHIL GLYNN D, COMMUNICATION Gould S. J., 1981, MISMEASURE MAN HART LA, 1983, HUMAN BRAIN HUMAN LE Hawkins D., 1974, INFORMED VISION ESSA, P48 Holt J., 1964, CHILDREN FAIL HOWE H, 1972, OPENNESS NEW KICK ED, P8 HULL B, 1981, PSYCHOL RES CLASSROO, P1299 Illich I., 1970, DESCHOOLING SOC Inhelder B., 1969, PSYCHOL CHILD JACKSON SBC, 1971, QUIET TURBULENCE, P12 Kolb D., 1984, EXPT LEARNING EXPERI Kozol Jonathan, 1967, DEATH EARLY AGE DEST LAWRENCE E, 1970, ORIGINS GROWTH MODER, P12 LAWRENCE E, 1952, F FROEBEL ENGLISH ED MACDONALD JB, 1975, STUDIES OPEN ED, P45 McCarthy B, 1980, 4MAT SYSTEM TEACHING MEIER D, 1995, POWER THEIR IDEAS LE, P156 MILNE R, COMMUNICATION MOORHOUSE E, COMMUNICATION PERRONE V, 1986, VOICE TEACHER IS HEA PERRONE V, 1983, OUTLOOK WIN, P36 RATHBONE CH, 1971, OPEN ED INFORMAL CLA, pR16 RATHBONE CH, 1972, SCH REV AUG, P547 RATHBONE CH, COMMUNICATION RAVITCH D, 1983, TROUBLED CRUSADE AM, pCH7 Sarason S. B., 1971, CULTURE SCH PROBLEM SCHILLER CF, COMMUNICATION SILBERMAN CE, 1970, CRISIS CLASSROOM, P220 SMITH LAH, 1976, ACTIVITY EXPERIENCE Smith Lydia A.H., 1985, UNDERSTAND HELP LIFE STEPHENS L, 1974, TEACHERS GUIDE OPEN, P27 The Plowden Report, 1967, CHILDREN THEIR PRIMA Tyack D., 1995, TINKERING UTOPIA CEN WATT M, 1979, THINKING THINKING DE WILSON EO, 1994, NATURALIST, P11 YEOMANS E, 1967, ED INITIATIVE RESPON, P11 1918, HDB SUGGESTIONS CONS 1931, REPORT CONSULTATIVE, P1 TC 4 Z9 4 SN 0161-4681 PD WIN PY 1997 VL 99 IS 2 BP 371 EP 415 UT WOS:000072273100006 ER PT J AU JONES, A KIRKUP, G KIRKWOOD, A MASON, R AF JONES, A KIRKUP, G KIRKWOOD, A MASON, R TI PROVIDING COMPUTING FOR DISTANCE LEARNERS - A STRATEGY FOR HOME USE SO COMPUTERS & EDUCATION AB Major changes are occurring in British higher education which will continue over the next decade. These include widening access to higher education, e.g. among mature adults and people from other European countries; developing distance and open learning for use in parallel with face-to-face teaching and the expansion of CAL to support various forms of pedagogy. These trends may conflict. Expanding the pedagogic uses of information technology, e.g. unless designed very carefully, may create new barriers to access for some potential students. Educational policy makers, course designers and teachers must address such potential conflicts. This paper draws on recent experience at the Open University (OU) of expanding the use of home-based computers for distance education students. In 1988 the OU implemented a policy in which students on specified courses were required to provide extensive access to personal computers in order to study their course material. By 1990 over 13,500 students were doing this. The experience of these students has been monitored and evaluated and lessons from it indicate some of the major issues such a strategy would involve for any institution considering similar developments. CR GARDNER N, 1989, HIHGER ED Q, V43, P4 JONES A, 1982, BRIT J EDUC TECHNOL, V13, P207, DOI 10.1111/j.1467-8535.1982.tb00441.x JONES A, 1990, CITE110 OP U CTR INF JONES A, IN PRESS PERSONAL CO KIRKUP G, 1990, CITE107 OP U CTR INF KIRKUP G, 1989, CITE80 OP U CTR INF KIRKUP G, 1989, CITE69 OP U CTR INF KIRKUP G, 1989, OPEN LEARNING, V4, P3, DOI 10.1080/0268051890040102 KIRKWOOD A, 1989, CITE65 OP U CTR INF KIRKWOOD A, 1989, CITE77 OP U CTR INF LOXTON C, 1989, HELP DESK ACADEMIC C Mason R, 1989, MINDWEAVE COMMUNICAT MASON R, 1990, CITE129 OP U CTR INF SAXTON C, 1988, CITE84 OP U CTR INF STARTUP R, 1989, EVAL RES ED, V3, P1 TC 4 Z9 4 SN 0360-1315 PD JAN-APR PY 1992 VL 18 IS 1-3 BP 183 EP 193 DI 10.1016/0360-1315(92)90053-8 UT WOS:A1992GY53400025 ER PT J AU TEICHLER, U AF TEICHLER, U TI EQUALITY OF OPPORTUNITY IN EDUCATION AND CAREER - JAPAN SEEN IN AN INTERNATIONAL PERSPECTIVE SO OXFORD REVIEW OF EDUCATION AB Japanese and foreign experts tend to agree that links between educational attainment and career are closer in Japan than in other industrial societies and equality of opportunity in education is therefore seen as being more important. Available research suggests, first, that the education system is relatively open, but that women anticipate occupational disadvantage in their choice of fields and institutions in higher education. Second, the concentration of formal selection on a few points and on a short time span seems to increase the pressure on the individual to an extent generally viewed as hardly bearable. The author suggests that the scarcity of research available on the issue of 'equality of results' reflects a prevailing notion in Japan that immediate reward for effort is the major criterion of an open education system. Although its expectations clearly differ from those prevailing in other societies, Japan's gakureki shakai is not totally different from the link between background, education and career in other industrial societies. CR [Anonymous], 1946, REPORT US ED MISSION BAETHHGE M, STUDIUM BERUF Beck U, 1986, RISIKOGESELLSCHAFT *BRIT COUNC NAT EQ, 1984, INT GUID QUAL ED Clark B. R., 1985, SCH U CLESOFFERMANS A, 1985, ED EQUALITY OPPORTUN COLEMAN JS, 1973, HARVARD EDUC REV, V43, P129 CUMMINGS WK, 1985, SCH U, P131 DORE R, 1976, DIPLOMA DISEASE DORE R, 1970, B INT HOUSE JAPAN, V26, P30 DORFMAN CH, 1987, JAPANESE ED TODAY Galtung J., 1971, REV NATL POLICIES ED, P131 HOLMES B, 1979, INT GUIDE ED SYSTEMS HUSEN T, 1985, INT ENCY ED, V10 HUSEN T, 1987, HIGHER ED SOCIAL STR HUSEN T, 1979, SCH QUESTION HUSEN T, 1974, TALENT EQUALTIY MERI IWAI H, 1987, KYOIKO AHAKAIGAKU KE, V42, P106 *JAPAN TECH UN, 1979, REF JAP ED REP JAP T KANDA M, 1985, KYOIKU SHAKAIGAKU KE, V40, P87 KANEKO M, 1987, KYOIKU SHAKAIGAKU KE, V42, P38 KARIYA T, 1987, SOCIOL EDUC, V60, P168, DOI 10.2307/2112274 LUHMER K, 1972, SCHJULE BILDUNGSREFO MONBUSHO, 1983, GAKKO KIHON CHOSA HO MONBUSHO, 1986, MONBU TOKEI VORAN SH, P2 NAOI A, 1987, KYOIKU SHAKAIGAKU KE, V42, P24 *NAT COUNC ED REF, 1987, SUMM 2ND REP ED REF *NAT COUNC ED REF, 1988, REP ED REF *ORG EC COOP DEV, 1975, ED IN LIFE CHANC *ORG EC COOP DEV, 1988, AD HIGH ED *ORG EC COOP DEV, 1983, POL HIGH ED 1980S *ORG EC COOP DEV, 1986, GIRLS WOM ED ROHLEN TP, 1983, JAPNAS HIGH SCH Schelsky H, 1957, SCHULE ERZIEHUNG IND SCHELSKY HELMUT, 1961, ANPASSUNG WIDERSTAND SOMMER W, 1986, NEUE PERSPEKTIVEN BI SONODA H, 1983, KYOIKO SHAKAIGAKU KE, V38, P50 TEICHLER U, 1988, CONVERGENCE GROWING, P33 TEICHLER U, 1989, TRENDS EC DEV E ASIA, P265 Teichler U., 1976, DILEMMA MODERNEN BIL TEICHLER U, 1975, ARBEITSMARKT AKADEMI TEICHLER U, 1986, ERZEIHUNG GESELLSCHA TEICHLER U, 1979, JB ERZIEHUNGSWISSE 3, P49 VOGEL EF, 1962, JAPANESE CULTURE, P140 VOGEL EF, 1963, JAPANS NEW MIDDLE CL WEILER HN, 1989, REFORM NONREFORM EDU White Merry, 1988, JAPANESE ED CHALLENG WITTIG HE, 1973, MENSCHENBILDUNG JAPA YAMAZAKI H, 1983, KYOIKU SHAKAIGAKU KE, V38, P94 YANO M, 1982, DAIGAKU RONSHU, V11, P87 YOUNG AM, 1961, RISE MERITOCRACY 197 TC 4 Z9 4 SN 0305-4985 PY 1992 VL 18 IS 3 BP 283 EP 296 DI 10.1080/0305498920180308 UT WOS:A1992JY39200008 ER PT J AU DAVIES, D AF DAVIES, D TI COMPUTER-SUPPORTED CO-OPERATIVE LEARNING-SYSTEMS - INTERACTIVE GROUP TECHNOLOGIES AND OPEN LEARNING SO PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY CR Bateson Gregory, 1973, STEPS ECOLOGY MIND Bateson Gregory, 1955, STEPS ECOLOGY MIND BECKWITH D, 1983, J VISUAL VERBAL AUT, P9 Beckwith D., 1987, CANADIAN J ED COMPUT, V16, P89 BJORNANDERSON N, 1986, PEOPLE COMPUTERS DES Bruner J., 1986, ACTUAL MINDS POSSIBL CARLEY K, 1986, INSTRUCTIONAL SCI, V14 CARROLL JM, 1985, HUMAN COMPUTER INTER CROOK CK, 1987, COMPUTERS COGNITION DAVIES D, 1988, REPORT ELECTRONIC CO DAVIES D, 1987, NETWORK USER JUN FEENBERG A, 1987, INSTR SCI, V16, P169 FORD L, 1987, TUTORING MONITORING GENRICH HJ, 1980, NET THEORY APPLICATI Hiltz S. R., 1978, NETWORK NATION JOHNSONLENZ P, 1980, CONSIDER GROUPWARE D KAYE T, 1987, CANADIAN J ED COMMUN, V16 Kerr E. B., 1982, COMPUTER MEDIATED CO SPROULL L, 1986, MANAGE SCI, V32, P1492, DOI 10.1287/mnsc.32.11.1492 LAURILLARD, 1987, INSTRUCTIONAL SCI, V16, P3 LOWE DG, 1985, INT J MAN MACH STUD, V23, P97, DOI 10.1016/S0020-7373(85)80027-4 MAASS S, 1982, OFFICE INFORMATION S MCCREARY EK, 1987, COMPENDIUM U GUELPH Mead GH, 1962, MIND SELF SOC MEEKS BN, 1987, BYTE FEB, P183 MELDMAN JA, 1981, EMORY LAW J, V30, P583 MIDDLETON D, 1987, 1987 WORKSH COMP MED NAUGHTON J, 1986, ARTIFICIAL INTELLIGE O'Shea T., 1983, LEARNING TEACHING CO OBERQUELLE H, 1983, INT J MAN MACH STUD, V19, P309, DOI 10.1016/S0020-7373(83)80057-1 SARIN S, 1985, COMPUTER OCT SELF J, 1987, TUTORING MONITORING SIME M, 1983, DESIGNING HUMAN COMP STEFIK M, 1987, COMMUN ACM, V30, P32, DOI 10.1145/7885.7887 SUCHMAN LA, 1985, HUMAN FACTORS COMPUT, V2 Suchman L.A., 1987, PLANS SITUATED ACTIO SWART ER, 1985, P C COMPUTER C ELECT TUROFF M, 1987, TEIES TAILORABLE ELE Vygotsky L., 1978, MIND SOC WILSON P, 1988, 1988 EUR TEL C EUTEC WILSON P, 1985, HUMAN COMPUTER INTER TC 4 Z9 4 SN 0033-0396 PD AUG PY 1988 VL 25 IS 3 BP 205 EP 215 UT WOS:A1988Q729000003 ER PT J AU SEALEY, L AF SEALEY, L TI OPEN-EDUCATION - FACT OR FICTION SO TEACHERS COLLEGE RECORD CR 1975, GALLUP SURVEY PUBLIC TC 4 Z9 4 SN 0161-4681 PY 1976 VL 77 IS 4 BP 615 EP 630 UT WOS:A1976BV33100011 ER PT J AU SAMPH, T CAMPBELL, P AF SAMPH, T CAMPBELL, P TI OPEN EDUCATION - STUDENTS IN TRANSITION SO ELEMENTARY SCHOOL JOURNAL TC 4 Z9 4 SN 0013-5984 PY 1974 VL 75 IS 1 BP 37 EP 41 DI 10.1086/460869 UT WOS:A1974U109100005 ER PT J AU Eryilmaz, E Chiu, MM Thoms, B Mary, J Kim, R AF Eryilmaz, Evren Chiu, Ming Ming Thoms, Brian Mary, Justin Kim, Rosemary TI Design and evaluation of instructor-based and peer-oriented attention guidance functionalities in an open source anchored discussion system SO COMPUTERS & EDUCATION AB Social interactions to supplement learning and asynchronous tools to facilitate exchange of quality ideas have gained much attention in information systems education. While various systems exist, students have difficulty with deep processing of complex instructional materials (e.g., concepts of a theory and pedagogical support mechanisms derived from a theory). This research proposes a theoretical framework that leverages attention guidance in a social constructivist approach to facilitate processing of central domain concepts, principles, and their interrelations. Using an open source anchored discussion system, we designed a set of instructor-based and peer-oriented attention guidance functionalities involving dynamic manipulation of text font size similar to tag clouds. We conducted an experimental study with two small groups of first-year doctoral students in a blended-learning classroom format. Students in the control group had no access to attention guidance functions. Students in the treatment group used instructor-based attention guidance functionality and then switched to peer-oriented attention guidance functionality. The evaluation compared focus, content, and sequential organization of students' online discussion messages with heat maps, content analysis, sequential analysis, and statistical discourse analysis to examine different facets of the phenomenon in a holistic way. The results show that in areas where students struggle to understand challenging concepts, instructor-based attention guidance functionality facilitated elaboration and negotiation of ideas, which is fundamental to higher order thinking. In addition, after switching to peer-oriented attention guidance functionality, students in the treatment group took the lead in pinpointing challenging concepts they did not previously understand. These findings indicate that instructor-based and peer-oriented attention guidance functionalities offer students an indirect way of focusing their attention on deep processing of challenging concepts in an inherently open learning environment. Implications for theory, software design, and future research are discussed. Published by Elsevier Ltd. CR Bateman S., 2008, P 19 ACM C HYP HYP Benjamini Y, 2006, BIOMETRIKA, V93, P491, DOI 10.1093/biomet/93.3.491 Betrancourt M, 2008, UNDERSTANDING MULTIMEDIA DOCUMENTS, P61, DOI 10.1007/978-0-387-73337-1_4 Boucheix JM, 2010, LEARN INSTR, V20, P123, DOI 10.1016/j.learninstruc.2009.02.015 Bouyias Y, 2012, COMPUT EDUC, V59, P236, DOI 10.1016/j.compedu.2012.01.001 Brush A. J., 2002, COMPUTER SUPPORT COL, P425 Chen M.C., 2001, CHI 01 HUM FACT COMP, P281, DOI DOI 10.1145/634067.634234 Chi MTH, 2009, TOP COGN SCI, V1, P73, DOI 10.1111/j.1756-8765.2008.01005.x Chiu MM, 2008, J LEARN SCI, V17, P415, DOI 10.1080/10508400802224830 Cierniak G, 2009, COMPUT HUM BEHAV, V25, P315, DOI 10.1016/j.chb.2008.12.020 de Koning BB, 2011, COMPUT HUM BEHAV, V27, P41, DOI 10.1016/j.chb.2010.05.010 Dehler J, 2011, COMPUT HUM BEHAV, V27, P1068, DOI 10.1016/j.chb.2010.05.018 de Koning BB, 2010, COMPUT EDUC, V55, P681, DOI 10.1016/j.compedu.2010.02.027 de Koning BB, 2007, APPL COGNITIVE PSYCH, V21, P731, DOI 10.1002/acp.1346 de Koning BB, 2010, LEARN INSTR, V20, P111, DOI 10.1016/j.learninstruc.2009.02.010 Eklundh K. S., 2004, SYST SCI 2004 P 37 A, P10 Engelmann T, 2011, COMPUT HUM BEHAV, V27, P2078, DOI 10.1016/j.chb.2011.06.002 Eryilmaz E, 2013, INT J COMP-SUPP COLL, V8, P113, DOI 10.1007/s11412-012-9163-y Eryilmaz E., 2010, 43 HAW INT C SYST SC Eryilmaz E., 2010, P INT C INF SYST SAI Eryilmaz E., 2009, 15 AM C INF SYST SAN Eryilmaz E, 2013, J ASSOC INF SYST, V14, P22 Fischer F., 2007, P 8 INT C COMP SUPP, P764, DOI 10.3115/1599600.1599739 Fischer G, 2001, USER MODEL USER-ADAP, V11, P65, DOI 10.1023/A:1011145532042 Foss Carolyn L., 1989, 972 INRIA Goldstein H., 1995, MULTILEVEL STAT MODE, V3rd Guzdial M, 2000, J LEARN SCI, V9, P437, DOI 10.1207/S15327809JLS0904_3 Halvey M. J., 2007, P 16 INT C WORLD WID Hewitt J, 2005, J LEARN SCI, V14, P567, DOI 10.1207/s15327809jls1404_4 Hmelo-Silver CE, 2007, EDUC PSYCHOL-US, V42, P99 Huang R., 2008, INT C COMP SCI SOFTW Huedo-Medina T., 2006, ASSESSING HETEROGENE Irwin DE, 2000, VISION RES, V40, P1443, DOI 10.1016/S0042-6989(00)00030-4 Jamaludin A, 2009, COMPUT EDUC, V53, P317, DOI 10.1016/j.compedu.2009.02.009 Jeong A, 2008, BRIT J EDUC TECHNOL, V39, P875, DOI 10.1111/j.1467-8535.2007.00789.x Jeong H, 2010, COMPUT HUM BEHAV, V26, P84, DOI 10.1016/j.chb.2009.08.001 Kalyuga S, 1999, APPL COGNITIVE PSYCH, V13, P351, DOI 10.1002/(SICI)1099-0720(199908)13:4<351::AID-ACP589>3.0.CO;2-6 Kennedy P., 2008, GUIDE ECONOMETRICS, V6th Kim MC, 2011, COMPUT EDUC, V56, P403, DOI 10.1016/j.compedu.2010.08.024 Kimmerle J, 2010, KNOWL MAN RES PRACT, V8, P33, DOI 10.1057/kmrp.2009.36 KING G, 2001, POLITICAL ANAL, V0009 Kirschner F, 2009, EDUC PSYCHOL REV, V21, P31, DOI 10.1007/s10648-008-9095-2 Kirschner PA, 2004, COMPUT-SUPP COLLAB L, V3, P3 Kirschner PA, 2006, EDUC PSYCHOL, V41, P75, DOI 10.1207/s15326985ep4102_1 Kobbe L, 2007, INT J COMP-SUPP COLL, V2, P211, DOI 10.1007/s11412-007-9014-4 Krippendorff K, 2004, CONTENT ANAL INTRO I Kriz S, 2007, INT J HUM-COMPUT ST, V65, P911, DOI 10.1016/j.ijhcs.2007.06.005 Lin LJ, 2011, COMPUT EDUC, V56, P650, DOI 10.1016/j.compedu.2010.10.007 Lipponen L, 2003, LEARN INSTR, V13, P487, DOI 10.1016/S0959-4752(02)00042-7 Lohmann S, 2009, LECT NOTES COMPUT SC, V5726, P392, DOI 10.1007/978-3-642-03655-2_43 Lorch RF, 1995, J EDUC PSYCHOL, V87, P537, DOI 10.1037/0022-0663.87.4.537 Lowe R, 2008, LEARNING WITH ANIMATION: RESEARCH IMPLICATIONS FOR DESIGN, P1 Lowe R, 2004, LEARN INSTR, V14, P257, DOI 10.1016/j.learninstruc.2004.06.003 Lu JY, 2011, COMPUT HUM BEHAV, V27, P946, DOI 10.1016/j.chb.2010.11.021 MacKinnon DP, 2004, MULTIVAR BEHAV RES, V39, P99, DOI 10.1207/s15327906mbr3901_4 Mercer N., 2000, WORDS MINDS WE USE L Muhlpfordt M, 2005, CSCL 2005: COMPUTER SUPPORTED COLLABORATIVE LEARNING 2005: THE NEXT 10 YEARS, PROCEEDINGS, P460 Ozuru Y, 2009, LEARN INSTR, V19, P228, DOI 10.1016/j.learninstruc.2008.04.003 PAAS FGWC, 1994, PERCEPT MOTOR SKILL, V79, P419 Pena-Shaff JB, 2004, COMPUT EDUC, V42, P243, DOI [10.1016/j.compedu.2003.08.003, 10.1016/j.compedu.2003.003] Peters VL, 2010, COMPUT EDUC, V54, P951, DOI 10.1016/j.compedu.2009.09.030 Peugh JL, 2004, REV EDUC RES, V74, P525, DOI 10.3102/00346543074004525 Phielix C, 2011, COMPUT HUM BEHAV, V27, P1087, DOI 10.1016/j.chb.2010.06.024 Phielix C, 2010, COMPUT HUM BEHAV, V26, P151, DOI 10.1016/j.chb.2009.10.011 Potter A, 2008, INTERNET HIGH EDUC, V11, P87, DOI 10.1016/j.iheduc.2008.05.001 Puntambekar S, 2005, EDUC PSYCHOL-US, V40, P1, DOI 10.1207/s15326985ep4001_1 Renkl A, 2007, EDUC PSYCHOL REV, V19, P235, DOI 10.1007/s10648-007-9052-5 Rivadeneira A., 2007, P SIGCHI C HUM FACT ROBINS S, 1993, J EDUC PSYCHOL, V85, P529, DOI 10.1037/0022-0663.85.3.529 ROTHKOPF EZ, 1970, REV EDUC RES, V40, P325, DOI 10.3102/00346543040003325 Sandberg J, 1997, INSTR SCI, V25, P15, DOI 10.1023/A:1002941804556 Scardamalia M, 2006, CAMB HANDB PSYCHOL, P97 Scheiter K, 2007, EDUC PSYCHOL REV, V19, P285, DOI 10.1007/s10648-007-9046-3 Schnotz W, 2007, EDUC PSYCHOL REV, V19, P469, DOI 10.1007/s10648-007-9053-4 Sereno B., 2005, P 10 INT C INT US IN Sinatra G. M., 2008, INT HDB RES CONCEPTU, P560 Stahl G., 2006, ACTING TECHNOLOGY SE Suthers D. D., 2001, P 34 HAW INT C SYST Suthers DD, 2006, INT J COMP-SUPP COLL, V1, P315, DOI 10.1007/s11412-006-9660-y Suthers DD, 2010, INT J COMP-SUPP COLL, V5, P5, DOI 10.1007/s11412-009-9081-9 Suthers DD, 2008, COMPUT EDUC, V50, P1103, DOI 10.1016/j.compedu.2006.10.007 Timmers C, 2011, COMPUT EDUC, V56, P923, DOI 10.1016/j.compedu.2010.11.007 van der Pol J, 2006, INT J COMP-SUPP COLL, V1, P339, DOI 10.1007/s11412-006-9657-6 van Gog T, 2009, COMPUT HUM BEHAV, V25, P785, DOI 10.1016/j.chb.2009.02.007 Vygotsky L., 1978, MIND SOC DEV HIGHER Wise AF, 2011, INT J COMP-SUPP COLL, V6, P445, DOI 10.1007/s11412-011-9120-1 Wolfe J, 2008, INT J COMP-SUPP COLL, V3, P141, DOI 10.1007/s11412-008-9040-x Wolfe MBW, 2005, COGNITION INSTRUCT, V23, P467, DOI 10.1207/s1532690xci2304_2 Yeh SW, 2009, COMPUT EDUC, V52, P882, DOI 10.1016/j.compedu.2008.12.014 Zemel A, 2007, LEARN INSTR, V17, P405, DOI 10.1016/j.learninstruc.2007.03.006 TC 3 Z9 3 SN 0360-1315 EI 1873-782X PD FEB PY 2014 VL 71 BP 303 EP 321 DI 10.1016/j.compedu.2013.08.009 UT WOS:000328801300025 ER PT J AU Murphy, P Wolfenden, F AF Murphy, Patricia Wolfenden, Freda TI Developing a pedagogy of mutuality in a capability approach: Teachers' experiences of using the Open Educational Resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme SO INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT AB The TESSA (teacher education in sub Saharan Africa) programme aims to improve teacher education at scale by developing open educational resources (OER) that allow sustainable and locally managed pedagogical change in higher education institutions and schools. The article offers a sociocultural theoretical rationale for the pedagogy of mutuality represented in the TESSA OER; and for the research approach to understanding pedagogical change that recognises the dialectical relationships between national policies and institutional structures and practices, and the consequent impact of these on teachers' practice and pupils' learning. It reports from an interview-based enquiry, from the project(1) 'Extending and embedding TESSA OER', looking at how teacher educators at a Kenyan University served to broker changes in pedagogy within the institution and its partner schools. Two school-based cases are discussed that highlight the role teachers, who take up these pedagogical challenges play in further brokering change in their local institutions; some of the influences that support the process of institutional change are identified and how these are understood and reported to increase access and enhance learning for all pupils. (C) 2012 Elsevier Ltd. All rights reserved. CR [Anonymous], 2011, TESSA CASE STUDIES 2 Barrett AM, 2007, COMP EDUC, V43, P273, DOI 10.1080/03050060701362623 Bennell P., 2007, TEACHER MOTIVATION S Boreham N, 2004, OXFORD REV EDUC, V30, P307, DOI 10.1080/0305498042000260467 Bredo E, 1999, LEARNERS LEARNING AS Bruner JS, 1996, CULTURE ED Chisholm L, 2008, INT J EDUC DEV, V28, P195, DOI 10.1016/j.ijedudev.2007.04.003 Freire P, 1989, DEV LEARNING ASSESSM Freire P, 1999, LEARNERS PEDAGOGY Gonzalez N., 2005, FUNDS KNOWLEDGE THEO Kruijer H.J, 2010, LEARNING TEACH UPGRA Lave J., 1988, COGNITION PRACTICE Lave J., 1991, SITUATED LEARNING LE Lave J, 2008, KNOWLEDGE PRACTICE R Lewin K.M, 2003, DFID RES SERIES A, V49a MURPHY P, 2006, CURRICULUM J, V17, P229, DOI 10.1080/09585170600909688 Nakabugo MG, 2001, INT J EDUC DEV, V21, P53, DOI 10.1016/S0738-0593(00)00013-4 Republic of Kenya, 2012, GLOB COMP QUAL ED SU Republic of Kenya, 2005, MDG STAT REP KEN Robeyns I., 2005, J HUMAN DEV, V6, P93, DOI DOI 10.1080/146498805200034266 Robeyns I., 2006, THEORY RES ED, V4, P69, DOI 10. 1177/1477878506060683 Rogoff B., 1995, SOCIOCULTURAL STUDIE Rogoff B, 2008, LEARNING PRACTICE AG Schweisfurth M, 2011, INT J EDUC DEV, V31, P425, DOI 10.1016/j.ijedudev.2011.03.005 Schwille J., 2007, GLOBAL PERSPECTIVES Sen A, 1993, QUALITY LIFE Solomon N., 2006, INT J LIFELONG ED, V25, P3, DOI DOI 10.1080/02601370500309436 Stevenson J, 2002, INT J ED RES, V37, P1, DOI 10.1016/S0883-0355(02)00018-6 Tikly L, 2011, INT J EDUC DEV, V31, P3, DOI 10.1016/j.ijedudev.2010.06.001 UNESCO, 2010, GLOB MON REP 2010 RE UNICEF, 2009, UNICEF ANN REP KEN Walker M, 2006, J EDUC POLICY, V21, P163, DOI 10.1080/02680930500500245 Wenger E, 1998, COMMUNITIES PRACTICE Wolfenden F., 2012, COLLABORATIVE LEARNI Wolfenden F, 2012, PERSPECTIVES OPEN ED TC 3 Z9 3 SN 0738-0593 PD MAY PY 2013 VL 33 IS 3 SI SI BP 263 EP 271 DI 10.1016/j.ijedudev.2012.09.010 UT WOS:000317444800006 ER PT J AU Ally, M Samaka, M AF Ally, Mohamed Samaka, Mohammed TI Open Education Resources and Mobile Technology to Narrow the Learning Divide SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB As the world becomes more digitized, there will be an increasing need to make available learning resources in electronic format for access by information and communication technologies. The question education will face is whether these learning resources will be available for learners to access at no cost or affordable cost so that there will be equity in access by anyone regardless of location, status, or background. With initiatives such as the Millennium Development Goals and Education For All by the United Nations (United Nations, 2011) learning materials must be available as open education resources to achieve the goals. Currently, most learning materials are available at a cost for people to purchase to learn, or they have to travel to a specific location (school or library) to access learning materials. In some parts of the world, especially in developing countries, these costs are prohibitive, preventing learners from achieving a basic level of education so that they can be productive in society and improve their quality of life (Bhavnani et al., 2008). Some would say that people in remote locations and developing countries do not have computers to access learning materials. It is true that many do not have desktop or laptop computers to access learning materials, but they have mobile devices and are now obtaining tablets with wireless capability to allow them to access learning materials from anywhere and at any time. These countries are bypassing the wired desktop stage and moving directly to wireless mobile technology (Bhavnani et al., 2008). Storing open education resources (OER) in electronic repositories will allow learners to access the resources using mobile technology. With mobile technologies, learners can complete coursework and assessments from anywhere and send their work to their tutors electronically and receive feedback (GSMA, 2011). CR Ally M, 2009, ISS ONLINE EDUC, P1 [Anonymous], 2011, MIT NEWS [Anonymous], 2011, GUARDIAN [Anonymous], 2011, EC TIMES [Anonymous], 2011, BANGKOK POST Antoni S., 2008, OPEN ED RESOURCES WA Attwood R., 2011, TIMES HIGHER ED Badarch D., 2011, 24 ICDE WORLD C OP D Bhavnani A., 2008, ROLE MOBILE PHONES S Bonk CJ, 2010, EDUC LEADERSHIP, V67, P60 Chen Q., 2011, 24 ICDE WORLD C OP D Cleveland-Innes M., 2012, 7 EDEN WORKSH LEUV B Commonwealth of Learning (COL), 2011, GUID OP ED RES OER H Corbeil J. R., 2007, P 5 HAW INT C ED HON CRAIK FIM, 1972, J VERB LEARN VERB BE, V11, P671, DOI 10.1016/S0022-5371(72)80001-X Cross K. P., 1998, CAMPUS JUL, P4 EVANS R., 2012, COLL STUDENT J, P397 GSMA, 2011, MOB PROP ED Havelock B., 2004, ASS ADV COMPUTING ED, V12, P56 Hmelo-Silver CE, 2007, EDUC PSYCHOL-US, V42, P99 ITU, 2010, WORLD 2010 FACTS FIG Jeng YL, 2010, EDUC TECHNOL SOC, V13, P3 Keegan H., 2011, YOUTUBE REPOSITORY C Kop R., 2011, CLOUD COMPUTING CREA Krist K. G., 2011, NATURAL PARTNERS LIB McAndrew P., 2011, INSPIRING CREATIVITY McGreal R., 2010, MOBILE DEVICES FUTUR Mims C., 2011, TECHNOLOGY REV Moisey S. D., 2006, American Journal of Distance Education, V20, DOI 10.1207/s15389286ajde2003_3 Nikoi S, 2012, DISTANCE EDUC, V33, P165, DOI 10.1080/01587919.2012.697439 OECD, 2007, GIV KNOWL FREE EM OP Olcott D, 2012, DISTANCE EDUC, V33, P283, DOI 10.1080/01587919.2012.700561 OPAL, 2011, OER SHIFT FOC RES PR Open Content Alliance, 2012, BUILD DIG ARCH GLOB Perez-Mateo M., 2011, LEARNER GENERATED CO Rhem J., 1998, NATL TEACHING LEARNI, V8, P1 Saw G., 2007, WORLD LIB INF 73 IFL Schwier R. A., 1993, INTERACTIVE MULTIMED SEELY BROWN J., 2008, EDUCAUSE REV, P17 Singh N., 2008, OPEN LIB CLASS J, V1, P1 Sternberg RJ, 1998, INSTR SCI, V26, P127, DOI 10.1023/A:1003096215103 Stoyanova N., 2002, Journal of Interactive Learning Research, V13 UNESCO, 2000, DAK FRAM ACT ED ALL United Nations, 2011, MILL DEV GOALS REP 2 van Rooij SW, 2009, REV EDUC RES, V79, P682, DOI 10.3102/0034654308325691 West M., 2012, UNESCO WORKING PAPER Wheeler B., 2009, EDUCAUSE REV, P52 WORLD BANK, 2012, MOB PHON ACC REACH 3 Yardi S., 2008, JOHN D CT MACARTHUR, P143, DOI DOI 10.1162/DMAL.9780262633598.143 Yilmaz M., 2011, 24 ICDE WORLD C OP D Young B., 2009, ACCESS KNOWLEDGE COU, V1, P1 TC 3 Z9 3 SN 1492-3831 PY 2013 VL 14 IS 2 SI SI BP 14 EP 27 UT WOS:000322375800003 ER PT J AU Schmidt-Jones, CA AF Schmidt-Jones, Catherine Anne TI An Open Educational Resource Supports a Diversity of Inquiry-Based Learning SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB There have been numerous calls for research that demonstrates how open education resources (OERs) are actually being used. This case study sought to shed light on the users of a well-visited set of modular music-education materials published at Connexions. Respondents to a voluntary survey included teachers, students, self-directed learners, music ensemble participants, and casual learners. Most reported accessing individual modules on their own initiative, as part of a specific, immediate inquiry, rather than responding to institutional directives or following entire online courses. This was supported by computer-log records, which showed that most visitors to a module arrived from an Internet search for terms specific to that module. The study suggests that, for teachers and students as well as self-directed learners, one function of OERs is as a resource for just-in-time, inquiry-based learning. CR Atkins D. E., 2007, REV OPEN ED RESOURCE Bergquist M, 2001, INFORM SYST J, V11, P305, DOI 10.1046/j.1365-2575.2001.00111.x Carson S., 2006, 2005 PROGRAM EVALUAT Cope B, 2009, UBIQUITOUS LEARNING, P1 Dewey J., 1938, EXPERIENCE ED Fowler F., 1993, SURVEY RES METHODS Freire P., 1970, PEDAGOGY OPPRESSED Hatakka M., 2009, ELECT J INFORM SYSTE, V37, P1 Hennessy S, 2005, J CURRICULUM STUD, V37, P155, DOI 10.1080/0022027032000276961 Iiyoshi T., 2008, OPENING ED COLLECTIV Kan War Asha, 2010, American Journal of Distance Education, V24, DOI 10.1080/08923641003696588 Knowles M., 1984, ANDRAGOGY ACTION APP Ochoa Xavier, 2010, Journal of Emerging Technologies in Web Intelligence, V2, DOI 10.4304/jetwi.2.1.11-22 Stake R. E., 1995, ART CASE STUDY RES Walker E, 2008, OPENING ED COLLECTIV Wenger E, 1998, COMMUNITIES PRACTICE TC 3 Z9 3 SN 1492-3831 PY 2012 VL 13 IS 1 BP 1 EP 16 UT WOS:000307218700002 ER PT J AU Ngugi, CN AF Ngugi, Catherine N. TI OER in Africa's higher education institutions SO DISTANCE EDUCATION CR Aina TA, 2010, AFR STUD REV, V53, P21 Aina T.A., 1994, QUALITY RELEVANCE AF Ajayi J, 1996, AFRICAN EXPERIENCE H Assie-Lumumba N.T., 2006, WORKING PAPER SERIES Council on Higher Education, 2004, S AFR HIGH ED 1 DEC Espinoza J.M., 1999, THESIS VIRGINIA POLY John F. Kennedy Presidential Library and Museum, JFK AFRICAN STUDENT Mama A., 2003, J HIGHER ED AFRICA, V1, P101 Mamdani M., 2007, SCHOLARS MARKET PLAC Moore A., 2010, USE OPEN ED RESOURCE Ngugi C.N., 2009, OPENED 2009 CROSS CH OER Africa, HLTH RES OER Africa, OER VAL PROP OER Africa, 2009, REV CHALL HIGH ED SU OER Africa, 2009, HLTH OER INT PROJ FO Phillips R., 2008, BURULI ULCER INTERAC Sawyerr A., CHALLENGES FACING AF Segobye AK, 2007, SOC DYNAMICS, V33, P224, DOI 10.1080/02533950708628754 State University of New York at Buffalo, GOVT STUD LOAN PROGR Tweedie D., SOCIALISM AFRICA BIO University of Malawi & Kamuzu College of Nursing, 2009, U CERT MIDW World Bank, TERT ED HIGH ED Zeleza P.T., 2004, AFRICAN U 21 CENTURY, V1 TC 3 Z9 3 SN 0158-7919 PY 2011 VL 32 IS 2 SI SI BP 277 EP 287 DI 10.1080/01587919.2011.584853 UT WOS:000299218800010 ER PT J AU Livingston, K Condie, R AF Livingston, K Condie, R TI The impact of an online learning program on teaching and learning strategies SO THEORY INTO PRACTICE AB Just as the workplace, for many adults, has been transformed by the introduction of information and communication technology (ICT), expectations are high that educational establishments, particularly schools, will follow suit. This article explores the impact of technology on learning and teaching in the classroom. It draws on the findings of several recent studies conducted in Scotland concerning the impact of technology. In particular it considers the findings of an evaluation of an online learning program (Scottish Common Higher Open Learning and Access Resources [SCHOLAR] Program). The article discusses the impact of active, self-regulating learners on the role of teachers and highlights some of the implications of blending traditional classroom teaching with online student learning. The implications that emerge for learning and teaching strategies and for the leadership and support function of teachers are relevant for any school systems using technology in classrooms. CR Cognition and Technology Group at Vanderbilt, 1996, HDB ED PSYCHOL, P807 Condie R., 2005, IMPACT ICT INITIATIV CONDIE R, 2002, INSIGHT SERIES, V2 Department for Education and Skills, 2002, TRANSF WAY WE LEARN Drucker Peter, 1994, ATLANTIC MONTHLY, V274, P53 Fullan M., 2001, NEW MEANING ED CHANG Fullan M, 2003, CHANGES FORCES VENGE Fullan M., 1993, CHANGING FORCES PROB Johnson MJ, 1999, THEOR PRACT, V38, P24 Kienzler D, 2001, TECH COMMUN, V10, P319, DOI 10.1207/s15427625tcq1003_5 Leat D, 1999, OXFORD REV EDUC, V25, P387, DOI 10.1080/030549899104053 LIVINGSTON K, 2004, POST 16 PEDAGOGY THI LIVINGSTON K, 2004, EVALUATION PHASE 2 S LIVINGSTON K, 2001, DISADVANTAGED TEENAG MACHILL M, 2002, 21 CENTURY LITERACY Reynolds D, 2003, BRIT J EDUC TECHNOL, V34, P151, DOI 10.1111/1467-8535.00317 RUDD P, 2001, CIDREE SEM GLASG UK Weller M., 2002, DELIVERING LEARNING Zohar A, 2001, TEACH TEACH EDUC, V17, P469, DOI 10.1016/S0742-051X(01)00007-5 TC 3 Z9 3 SN 0040-5841 PD SPR PY 2006 VL 45 IS 2 BP 150 EP 158 DI 10.1207/s15430421tip4502_7 UT WOS:000237820200007 ER PT J AU Smeets, E Mooij, T AF Smeets, E Mooij, T TI Time on task, interaction, and information handling in multimedia learning environments SO JOURNAL OF EDUCATIONAL COMPUTING RESEARCH AB Results are reported from a study of the effects of multimedia learning environments in the subject of geography in a school for secondary education. The study refers to a two-year pilot project in which four multimedia learning environments were developed and implemented in grades two and three of the pilot school, evolving from a structured to an open-learning environment. The assessment focused on time on task, interaction, and information handling skills. Data were collected by carrying out classroom observations, recording sessions on video, and testing information handling skills. The results show a significant increase of student-student and student-teacher interaction during multimedia lessons as compared to traditional lessons. More academic time on task is noted in traditional lessons, in comparison with multimedia lessons. Moreover, academic time on task decreases as the multimedia environment evolves toward an open ended learning environment. Finally, no differences are found with regard to gains in information handling skills in the multimedia groups as compared to students attending traditional geography lessons. CR ATKINS M, 1989, BRIT J EDUC TECHNOL, V20, P47, DOI 10.1111/j.1467-8535.1989.tb00027.x Atkins M., 1992, Educational Technology, V32 Atkins M. J., 1993, RES PAPERS ED, V8, P251, DOI 10.1080/0267152930080207 Bednar A. K., 1991, INSTRUCTIONAL TECHNO, P88 Blaye A., 1995, Computer Supported Collaborative Learning. Proceedings NATO Advanced Research Workshop Bransford J. D., 1990, COGNITION ED MULTIME, P115 BRANSON RK, 1988, ED USES INTERACTIVE Brown J. S., 1989, EDUC RES, V18, P32, DOI DOI 10.3102/0013189X018001032 Chambers P, 1999, BRIT J EDUC TECHNOL, V30, P151, DOI 10.1111/1467-8535.00103 Collins A., 1996, INT PERSPECTIVES DES, P347 Collins J., 1997, TEACHING LEARNING MU Dede C., 1995, Educational Technology, V35 DUFFY T, 1990, DESIGNING HYPERMEDIA, P199 DUFFY TM, 1991, EDUC TECHNOL, V31, P12 EVERTSON CM, 1980, REPORT METHODOLOGY R FRAU E, 1992, EDUC TRAIN TECHNOL, V29, P42 Hannafin R. D., 1993, Educational Technology, V33 HAWKINS J, 1982, J APPLIED DEV PSYCHO, V3, P361, DOI 10.1016/0193-3973(82)90008-9 Jonassen D., 1993, EDUC TECHNOL, V33, P35 KEMMIS S, 1997, 5 CAL U E ANGL CTR A LINGTON H, 1985, INFORMATIEVAARDIGHED Marchionini G., 1999, Educational Technology, V39 Mercer N., 1995, GUIDED CONSTRUCTION MOOIJ T, 1987, THESIS I ONDERZOEK O MOOIJ T, 1990, LEERPROCESSEN EFFECT *NCET, 1994, TEACH LEARN INT MED Noell J., 1989, Educational Technology, V29 OLIVER R, 1994, EDUC TRAIN TECHNOL, V31, P219 Perzylo L., 1992, Microcomputers for Information Management, V9 Resnick L. B., 1987, EDUC RES, V16, P13, DOI 10.3102/0013189X016009013 SMEETS E, 1999, IMPACT INFORMATION C SMEETS EFL, 1996, MULTIMEDIA SCH Squires D., 1994, CHOOSING USING ED SO Squires D., 1999, Educational Technology, V39 Susman EB, 1998, J EDUC COMPUT RES, V18, P303, DOI 10.2190/2MMX-R2R9-KMCT-NCR3 VANBECKUM J, 1991, PROEFSCHOOL NIEUWE M, P11 Vygotsky L., 1978, MIND SOC DEV HIGHER WATSON D, 1987, DEV CAL COMPUTERS CU WATSON D, 1993, IMPACT REPORT, P61 Waxman HC, 1996, J EDUC COMPUT RES, V14, P157 Wilson B. G., 1995, EDUC TECHNOL, V35, P25 WORTHEN BR, 1994, INT J ED RES, V21, P25, DOI 10.1016/0883-0355(94)90021-3 TC 3 Z9 3 SN 0735-6331 PY 1999 VL 21 IS 4 BP 487 EP 502 UT WOS:000086789300005 ER PT J AU ARLIN, M AF ARLIN, M TI OPEN EDUCATION AND PUPILS ATTITUDES SO ELEMENTARY SCHOOL JOURNAL CR ARLIN M, 1975, ATTITUDE ARITHMETIC ARLIN M, 1975, ATTITUDE LEARNING PR ARLIN M, IN PRESS ARLIN M, 1974, APR ANN M NAT COUNC ARLIN M, 1975, ATTITUDE LANGUAGE AR ARLIN M, 1975, ATTITUDE TEACHERS ARLIN MN, 1974, EDUC PSYCHOL MEAS, V34, P989, DOI 10.1177/001316447403400434 BARTH RS, 1970, THESIS HARVARD U BUSSIS AM, 1970, ANALYSIS APPROACH OP CRANDALL AH, 1973, THESIS U CONNECTICUT, P572 FEATHERSTONE J, 1967, NEW REPUBLIC, V157, P17 FISHER CW, 1974, APR ANN M AM ED RES JACKSON PW, 1969, INDIVIDUALIZED CURRI KATZ L, UNPUBLISHED MANUSCRI KOHLER PT, UNPUBLISHED MANUSCRI Plowden B., 1967, CHILDREN THEIR PRIMA RATHBONE CH, 1970, THESIS HARVARD U SAMPH T, 1974, ELEM SCHOOL J, V75, P37, DOI 10.1086/460869 SCHEIRER MA, 1972, THESIS STATE U NEW Y Silberman C. E., 1970, CRISIS CLASSROOM STEPHENS CE, 1973, FEB ANN M NAT COUNC TUCKMAN B, 1973, FEB ANN M AM ED RES TUCKMAN B, 1974, APR ANN M AM ED RES WALBERG HJ, 1971, CHARACTERISTICS OPEN WEISS J, 1973, FEB ANN M AM ED RES WESTBURY I, 1973, J CURRICULUM STUD, V5, P99, DOI 10.1080/0022027730050202 TC 3 Z9 3 SN 0013-5984 PY 1976 VL 76 IS 4 BP 219 EP 228 DI 10.1086/460976 UT WOS:A1976BB21200004 ER PT J AU KEGAN, DL AF KEGAN, DL TI VARIETIES OF OPEN EDUCATION PROBING LABELS SO EDUCATION CR BARTH RS, 1971, PHI DELTA KAPPAN, V53, P97 DENNISON G, 1972, NEW SCH EXCHANGE NEW, V77, P2 *ED CHANG TEAM, 1972, PROBLEMS POTENTIALS GLIDEWELL JC, 1970, CHOICE POINTS Goodman Paul, 1960, GROWING UP ABSURD GRAUBARD A, 1972, HARVARD EDUC REV, V42, P351 HOLT H, 1972, FREEDOM BEYOND KEGAN DL, 1972, COMP GROUP STUD, V3, P179 KEGAN DL, 1971, EDUCATION, V92, P54 KLEIN T, 1973, SPINACH GOOD YOU CAL KOZOL J, 1973, NEW SCH EXCHANGE NEW, V98, P2 Kozol J., 1972, FREE SCH RATHBONE CH, 1972, SCHOOL REV, V80, P521, DOI 10.1086/443048 Raths L., 1966, VALUES TEACHING Sennett R, 1970, USES DISORDER WALBERG HJ, 1972, AM EDUC RES J, V9, P197 WEISS J, 1973, FEB AM ED RES ASS AN TC 3 Z9 3 SN 0013-1172 PY 1975 VL 95 IS 3 BP 241 EP 250 UT WOS:A1975AA81800009 ER PT J AU MYERS, DA AF MYERS, DA TI WHY OPEN EDUCATION DIED SO JOURNAL OF RESEARCH AND DEVELOPMENT IN EDUCATION CR ANDREAE J, 1973, OPEN EDUCATION REEXA, P23 ATKINS V, UNPUBLISHED MANUSCRI BARTH RS, UNPUBLISHED MANUSCRI BARTH RS, 1972, OPEN EDUCATION AM SC BEREITER C, 1972, HARVARD EDUC REV, V42, P390 Bloom B. S., 1971, MASTERY LEARNING THE, P47 Bloom B. S., 1964, STABILITY CHANGE HUM Brown M., 1968, INTEGRATED DAY PRIMA CARROLL JB, 1963, TEACH COLL REC, V64, P723 DENISON G, 1969, LIVES CHILDREN STORY ETZIONI A, 1966, STUDIES SOCIAL CHANG, P370 ETZIONI A, 1971, HARVARD EDUC REV, V41, P87 Fantini Mario D., 1974, NR 0819, V38, P243 FEATHERSTONE J, 1967, NEW REPUBLIC 0909, P15 HAPGOOD M, 1971, SATURDAY REV 0918, P66 HUTCHINS RM, 1973, CTR MAGAZINE, V6, P12 JOHNSON M, 1973, OPEN EDUCATION REEXA, P1 Katz M., 1971, CLASS BUREAUCRACY SC KOHL HR, 1969, OPEN CLASSROOM PRACT KOZOL J, 1972, SATURDAY REV 0304, P51 MYERS DA, 1973, OPEN ED REEXAMINED, P87 MYERS DG, UNPUBLISHED MANUSCRI MYERS L, 1973, OPEN ED REEXAMINED, P33 ORLOSKY D, 1972, PHI DELTA KAPPAN, V53, P412 Parker J. C., 1966, PROCESS CONTENT CURR RATHBONE CH, 1972, SCHOOL REV, V80, P521, DOI 10.1086/443048 RATHBONE CH, 1971, OPEN EDUCATION INFOR ROGERS V, 1970, TEACHING BRIT PRIMAR Sarason S. B., 1971, CREATION COMMUNITY S SHERMAN VS, 1970, 2 CONTRASTING EDUCAT Silberman Charles E., 1970, CRISIS CLASSROOM REM SMITH LM, 1971, ANATOMY EDUCATIONAL STEPHENS JM, 1967, PROCESS SCH PSYCHOLO STINCHCOMBE AL, 1965, HDB ORGANIZATIONS WALBERG HJ, 1972, AM EDUC RES J, V9, P197 WEBER L, 1971, ENGLISH INFANT SCH I WHITEHEAD AN, 1929, AIMS EDUCATION TC 3 Z9 3 SN 0022-426X PY 1974 VL 8 IS 1 BP 60 EP 67 UT WOS:A1974U701900007 ER PT J AU Istance, D Kools, M AF Istance, David Kools, Marco TI OECD Work on Technology and Education: innovative learning environments as an integrating framework SO EUROPEAN JOURNAL OF EDUCATION AB This article presents in summary a selection of the work conducted by OECD in the field of technology and education, which has been an on-going focus of OECD work since the 1980s. Recently, much of this has been under the heading of New Millennium Learners', but it has also included the widening of student achievement surveys towards digital literacy; reviews of e-learning in higher education, surveys on Open Education Resources (OER); technology as a source of innovation; and analyses of the digital resources market and educational technology patents. The article proposes the more holistic focus on learning environments' through which to analyse the very diverse ways in which technology can be integrated into education and as a design framework. This is drawn from a report of the OECD Innovative Learning Environments (ILE) project to be published in 2013, itself based on 40 case studies from different countries and regions. It suggests that contemporary learning environments should be: i) Innovating the pedagogical core'; ii) Engaging the Design/Redesign Leadership Circle'; iii) Widening connections and capacity through partnerships; and iv) Promoting 21st century effectiveness (based on the principles derived from the 2010 ILE learning research review). The article then applies this framework to show how technology shapes learning environments in many different ways. The article questions over-reliance on individuals navigating successfully to access non-formal learning opportunities and rejects the argument that learning institutions should simply adapt more adequately to available technologies. Instead, technology should be fully exploited in well-designed learning environments. CR Akkerman SF, 2013, QUAL QUANT, V47, P421, DOI 10.1007/s11135-011-9527-9 Dumont H., 2010, NATURE LEARNING USIN Engestrom Y, 2007, CAMBRIDGE COMPANION TO VYGOTSKY, P363 Foray D., 2012, BUSINESS DRIVEN INNO Gorman R, 2007, RENEWING DIALOGUES IN MARXISM AND EDUCATION: OPENINGS, P183 Groff J., 2012, TECHNOLOGY RICH INNO Hylen J., 2012, 76 OECD Mayer R. E, 2010, NATURE LEARNING USIN OECD, 2012, CONN MINDS TECHN TOD OECD, 2005, E LEARN TERT ED DO W OECD, 2000, BRIDGE OECD, 2007, GIV KNOWL FREE EM OP OECD, 2004, ICT LEARN SUPP OUT O OECD, 2010, AR NEW MILL LEARN MA OECD, 2011, PISA RES 2009 STUD L OECD, 2010, INSP TECHN DRIV PED OECD, 1986, NEW INF TECHN CHALL OECD, 1987, INF TECHN BAS LEARN OECD, NAT LEARN IN PRESS, V2 Organisation for Economic Co-operation and Development, 2004, INN KNOWL EC IMPL ED Organisation for Economic Co-operation and Development (OECD), 2009, TXB DIG LEARN RES SY Organization for Economic Co-operation and Development (OECD), 2001, LEARN CHANG ICT SCH Rizza C., 2011, OECD ED WORKING PAPE, V61 Selwyn N., 2010, WEB 2 0 SCH FUTURE T Tynjala P, 2008, EDUC RES REV-NETH, V3, P130, DOI 10.1016/j.edurev.2007.12.001 Valiente O., 2010, OECD ED WORKING PAPE, V44 Zitter I., 2012, OECD ED WORKING PAPE, V81 TC 2 Z9 2 SN 0141-8211 PD MAR PY 2013 VL 48 IS 1 SI SI BP 43 EP 57 DI 10.1111/ejed.12017 UT WOS:000315083900005 ER PT J AU Anderson, T AF Anderson, Terry TI Open Access Scholarly Publications as OER SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB This paper presents the rationale, common practices, challenges, and some personal anecdotes from a journal editor on the production, use, and re-use of peer-reviewed scholarly articles as open educational resources (OER). The scholarly and professional discourse related to open educational resources has largely focused on open learning objects, courseware, and textbooks. However, especially in graduate education, articles published in scholarly journals are often a major component of the course content in formal education. In addition, open access journal articles are critical to expanding access to knowledge by scholars in the developing world and in fostering citizen science, by which everyone has access to the latest academic information and research results. In this article, I highlight some of the challenges, economic models, and evidence for quality of open access journal content and look at new affordances provided by the Net for enhanced functionality, access, and distribution. In the 17 years since I graduated with a doctorate degree, the climate and acceptance of open access publishing has almost reversed itself. I recall a conversation with my PhD supervisor in which he argued that publishing online was not a viable option as the product would not have permanency, scholarly recognition, or the prestige of a paper publication. His comments reflect the confusion between online resources and those described as open access, but as well illustrate the change in academic acceptance and use of open access products during the past decade. The evolution from paper to online production and consumption is a disruptive technology in which much lower cost and increased accessibility of online work opens the product to a completely new group of potential users. In the case of OER these consumers are primarily students, but certainly access to scholars from all parts of the globe and the availability to support citizen science (Silvertown, 2009) should not be underestimated. RI boran, gul hanim/C-5889-2014 CR Altbach P. G., 2009, TRENDS GLOBAL HIGHER Anderson T., 2009, CANADIAN J HIGHER ED, V39, P71 [Anonymous], 2011, ECONOMIST Christensen C. M., 1997, INNOVATORS DILEMMA N Davis PM, 2011, FASEB J, V25, P2129, DOI 10.1096/fj.11-183988 Gaule P, 2011, RES POLICY, V40, P1332, DOI 10.1016/j.sespol.2011.05.025 Harnad S., 1991, PUBLIC ACCESS COMPUT, V2, P39 Hilton III J., 2010, 1 MONDAY, V15 Kousha K, 2008, SCIENTOMETRICS, V74, P273, DOI 10.1007/s11192-008-0217-x McGreal R, 2011, EDUC TECHNOL SOC, V14, P231 Pascarella E. T., 2005, COLL AFFECTS STUDENT, V2nd Posch L., 2010, LIBER Q, V19 Rife M., 2008, SOCIAL SCI RES NETWO Silvertown J, 2009, TRENDS ECOL EVOL, V24, P467, DOI 10.1016/j.tree.2009.03.017 Tuncay N., 2010, J DISTANCE ED, V24 Vaughan L, 2008, SCIENTOMETRICS, V74, P317, DOI 10.1007/s11192-008-0220-2 Verspoor K, 2009, BMC BIOINFORMATICS, V10, DOI 10.1186/1471-2105-10-183 TC 2 Z9 2 SN 1492-3831 PY 2013 VL 14 IS 2 SI SI BP 81 EP 95 UT WOS:000322375800007 ER PT J AU Tonks, D Weston, S Wiley, D Barbour, MK AF Tonks, DeLaina Weston, Sarah Wiley, David Barbour, Michael K. TI "Opening" a New Kind of High School : The Story of the Open High School of Utah SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB The use of online learning at the primary and secondary school level is growing exponentially in the United States. Much of this growth is with full-time online schools, most of which are operated by for-profit companies that use proprietary online course content. In this article we trace the development of, and philosophy behind, a full-time online school that uses open access software and open educational resources for course content. As more nations begin to put in place plans for primary and secondary education in the event of natural disasters (e.g., the Christchurch earthquakes) or pandemics (e.g., avian flu or H1N1), the availability of open online content is of critical importance. CR Apple M. W., 1986, TEACHERS TEXTS POLIT Apple M. W., 1995, ED POWER, V2nd Boyd R., 2012, SEEKING ALPHA Brown E., 2012, WASHINGTON POST Christensen C. M., 2008, DISRUPTING CLASS DIS Clark T., 2007, HDB DISTANCE ED, P473 Clark T, 2003, HANDBOOK OF DISTANCE EDUCATION, P673 Clark Tom, 2001, VIRTUAL SCH TRENDS I Darrow R., 2010, THESIS CALIFORNIA ST Fang L., 2011, NATION Greenway R., 2006, ED NEXT Gur B., 2008, CANADIAN J LEARNING, V33 Hood G., 2012, OVERWORKED UNDERPAID Innovation Ohio, 2011, OHIO E SCH FUND FAIL Joint Legislative Audit Committee, 2010, EV VIRT CHART SCH Kozol J., 2007, HARPERS MAGAZINE Layton L, 2011, WASHINGTON POST, P9 Miron G., 2011, 13 NAT ED POL CTR Mitchell N., 2011, I NEWS NETWORK Moore Michael G., 1996, DISTANCE ED SYSTEMS North Regional Central Laboratory, 1993, POL BRIEF CHART SCH Office of the Legislative Auditor, 2011, K 12 ONL LEARN Ryman A., 2011, ARIZONA REPUBLIC Saul Stephanie, 2011, NY TIMES Shannon P., 1989, BROKEN PROMISES READ State of Utah, 2009, RUL R277 111 SHAR CU Watson J., 2011, KEEPING PACE K 12 ON Watson J. F., 2008, KEEPING PACE K 12 ON Wicks M., 2010, NATL PRIMER K 12 ONL TC 2 Z9 2 SN 1492-3831 PY 2013 VL 14 IS 1 BP 255 EP 271 UT WOS:000322375400015 ER PT J AU Bossu, C Bull, D Brown, M AF Bossu, Carina Bull, David Brown, Mark TI Opening up Down Under: the role of open educational resources in promoting social inclusion in Australia SO DISTANCE EDUCATION AB This article discusses the role of open and distance learning to widen participation and promote social inclusion within Australian higher education, as well as the benefits that open educational resources (OER) could bring to that context. It also explores some of the most relevant social inclusion policies and related initiatives developed in Australia over the past two decades and their implications for OER. The article then reports the findings of an environmental scan of the use of OER across the higher education sector in Australia as part of a centrally funded research project. The research identifies a number of misconceptions within the higher education community about the nature of OER and reveals the lack of awareness regarding the potential of OER to close the gap between formal and informal education in Australia. Despite the strong evidence of the educational possibilities of OER, they are yet to play a significant role in promoting social inclusion Down Under. CR Atkins D. E., 2007, REV OPEN ED RESOURCE AusGOAL, 2011, OV Bossu C., 2010, 6 PAN COMM FOR OP LE Bossu C., 2011, J OPEN FLEXIBLE DIST, V15, P41 Bradley D., 2008, REV AUSTR HIGHER ED Brown M., 2011, EDMEDIA C NEXT DEC 2 Bull D., 2011, 24 INT C OP DIST ED Bull D., 2000, J WIDENING PARTICIPA, V2, P26 Casserly C., 2008, OPENING ED COLLECTIV, P261 Casserly Catherine M, 2007, Educational Technology, V47 Caswell T., 2008, INT REV RES OPEN DIS, V9 ccClinic, 2008, BUILD AUSTR COMM CRE, V1 Daniel J., 2009, CHANGE MAGAZINE HIGH, V41, P30 Daniel J., 2011, LECT EMP STAT COLL S Denman B. D., 2009, HIGHER ED DISTANCE O Downes S., 2007, INTERDISCIPLINARY J, V3, P29 Gray G., 2011, GOVT MOVES ACTIVELY Helsper E. J., 2011, EMERGENCE DIGITAL UN Huijser H, 2008, INT REV RES OPEN DIS, V9, P1 James R., 2004, ANAL EQUITY GROUPS H James R., 2007, FAC ED DEANS LECT SE Johnson L., 2010, 2010 HORIZON REPORT Kan War Asha, 2010, American Journal of Distance Education, V24, DOI 10.1080/08923641003696588 King B., 2010, OPEN LEARNING J OPEN, V25, P131, DOI 10.1080/02680511003787404 Lane A. B., 2008, OPENING ED COLLECTIV, P149 Martin L. M., 1994, EQUITY GEN PERFORMAN, V1 Meiszner A., 2011, WHY OPEN ED WITH LES National Board of Employment Education and Training, 1990, FAIR CHANC ALL NAT I National Board of Employment Education and Training Higher Education Council, 1996, EQ DIV EXC ADV NAT H National Centre for Vocational Education Research (NCVER), 2011, NAT RES PRIOR OECD, 2007, GIV KNOWL FREE EM OP OPAL, 2011, OER SHIFT FOC OP ED Postle G., 1997, EXCELLENCE DIVERSITY Pusser B, 2002, KNOWLEDGE ECONOMY AND POSTSECONDARY EDUCATION: REPORT OF A WORKSHOP, P105 Thompson A., 2011, ILLAWARRA MERCU 1208 University of New South Wales, 2011, COFA ONL GAT Wiley D., 2009, OPEN LEARNING J OPEN, V24, P11, DOI DOI 10.1080/02680510802627746 TC 2 Z9 2 SN 0158-7919 PY 2012 VL 33 IS 2 SI SI BP 151 EP 164 DI 10.1080/01587919.2012.692050 UT WOS:000306741000003 ER PT J AU Hockings, C Brett, P Terentjevs, M AF Hockings, Christine Brett, Paul Terentjevs, Mat TI Making a difference-inclusive learning and teaching in higher education through open educational resources SO DISTANCE EDUCATION AB Recently there has been growing concern about the ways in which professional values such as "acknowledging diversity and promoting equality of opportunity" (Higher Education Academy (HEA), 2006, p. 4) have been understood and evidenced in higher education. In this article, we outline how the Learning to Teach Inclusively open educational resource (OER) is addressing this concern by facilitating understanding of the concepts and principles underpinning these professional values. We outline a set of principles for inclusive practice and show how they underpin not only the content of this resource, but also its design, development, and embedding. We argue that while these principles were derived from research in face-to-face teaching, they are just as relevant and applicable to learning, teaching, and curriculum design in distance learning and virtual contexts. Finally, we outline three models for embedding the OER and propose a model for embedding inclusive practice through OER across HE. CR Andrade A., 2011, OER SHIFTING FOCUS O Barajas H., 2003, CURRICULUM TRANSFORM, P285 Bridger K., 2011, MAINSTREAMING EQUALI Broecke S., 2007, ETHNICITY DEGREE ATT Brown J. S., 1989, EDUC RES, V18, P32, DOI DOI 10.3102/0013189X018001032 Economic and Social Research Council, 2009, ESRC STRAT PLAN 2009 Greenbo J. G., 2011, OER11 C AC PRACT DIG Haggis T, 2006, STUD HIGH EDUC, V31, P521, DOI 10.1080/03075070600922709 HEA, 2011, UK PROF STAND FRAM T HEA, 2006, UK PROF STAND FRAM T Higher Education Academy (HEA), 2010, REV UK PROF STAND FR Hockings C, 2010, IMPROV LEARN TLRP, P95 Hockings C, 2011, CRIT STUD EDUC, V52, P191, DOI 10.1080/17508487.2011.572831 Hylen J., 2007, GIVING KNOWLEDGE FRE, DOI [10.1787/9789264032125-en, DOI 10.1787/9789264032125-EN] May H., 2010, DEV EMBEDDING INCLUE Mayes T., 2004, STAGE 2 REV E LEARNI McGill L., 1920, INDIVIDUAL STRAND I Northedge A., 2003, TEACH HIGH EDUC, V8, P17, DOI [10. 1080/1356251032000052302, DOI 10.1080/1356251032000052302] Scott P., 2007, VEN SUMM SCH WEB 2 0 Stacey P., 2010, OPENED 2010, P495 University of Nottingham, XERT OP SOURC EL ACC University of Nottingham, 2008, XERT OP SOURC EL University of Wolverhampton, LEARN TEACH SOC DIV Wenger E, 1998, COMMUNITIES PRACTICE Williams J, 2010, IMPROV LEARN TLRP, P109 TC 2 Z9 2 SN 0158-7919 PY 2012 VL 33 IS 2 SI SI BP 237 EP 252 DI 10.1080/01587919.2012.692066 UT WOS:000306741000008 ER PT J AU Ngimwa, P Wilson, T AF Ngimwa, Pauline Wilson, Tina TI An empirical investigation of the emergent issues around OER adoption in Sub-Saharan Africa SO LEARNING MEDIA AND TECHNOLOGY AB In the past few years, Africa has joined the rest of the world as an active participant in the Open Educational Resource (OER) movement with a number of home-grown and externally driven initiatives. These have the potential to make an immense contribution to teaching and learning in Sub-Saharan Africa (SSA). However, certain barriers prevent full participation. This paper reports on qualitative research that sought to investigate SSA's readiness to adopt OERs. This study involves three case studies based in higher education institutions involved in OER projects and located in Kenya, Uganda and South Africa. Contrary to the popular belief, findings indicate that low technological levels in Africa do not necessarily impede the adoption of such educational technologies; the real challenges facing the readiness to adopt OERs appear to be related to socio-economic, cultural, institutional and national issues. This paper argues for a complete mind shift in how people perceive OERs. It also proposes raising awareness of OERs at all levels, involving institutions and government, versioning OERs for the African context and conducting more research on OER adoption. CR Albright P., 2005, OPEN ED RESOURCES OP Boyatzis R. E., 1998, TRANSFORMING QUALITA Butcher N., 2010, OER DOSSIER OPEN ED Chiles M., 2010, TAKING OER OER COMMU DAntoni S., 2009, OPEN LEARNING J OPEN, V24, P3, DOI DOI 10.1080/02680510802625443 D'Antoni S., 2007, REV U SOC CONOCIMIEN, V4, P1 Farrell G., 2007, SURVEY ICT ED AFRICA Hammersley M, 2007, ETHNOGRAPHY Hatakka M., 2009, ELECT J INFORM SYSTE, V37, P1 Hodgkinson-Williams C., 2010, BENEFITS CHALLENGES Hylen J, 2006, OPEN ED RESOURCES OP Ivala E., 2005, ONLINE ACCESS CONNEC Keats D., 2009, OPEN LEARNING, V24, P47, DOI DOI 10.1080/02680510802627829 Kursun E., 2010, OP ED RES 2010 OER10 Lane A., 2010, VOLUME SERIES ED DES Larson R. C., 2008, J ASYNCHRONOUS LEARN, V12, P85 Maxwell J. A., 2005, QUALITATIVE RES DESI, V2nd Ngugi C., 2011, PROMOTING OPEN DISTA OECD, 2007, GIV KNOWL FREE EM OP Petrides L., 2008, J INTERACTIVE MEDIA, V7, P1 Selinger M., 2009, ICT4D INFORM COMMUNI, P206 Selinger M., 2004, CAMB J EDUC, V34, P223, DOI 10.1080/03057640410001700589 Smith M. S., 2006, CHANGE, V38, P8, DOI 10.3200/CHNG.38.5.8-17 Thakrar J., 2009, INT REV RES OPEN DIS, V10, P1 UNESCO, 2002, FOR IMP OP COURS HIG Visser H., 2008, NEW DIRECTIONS I R S, P65 WILSON T, 2008, INT REV RES OPEN DIS, V9, P1 Wolfenden F., 2008, M LIB LIB MOVE PROVI, P71 TC 2 Z9 2 SN 1743-9884 PY 2012 VL 37 IS 4 BP 398 EP 413 DI 10.1080/17439884.2012.685076 UT WOS:000312329800006 ER PT J AU Nikoi, S Armellini, A AF Nikoi, Samuel Armellini, Alejandro TI The OER mix in higher education: purpose, process, product, and policy SO DISTANCE EDUCATION AB Success in open educational resources (OER) has been reported by the Massachusetts Institute of Technology in the USA and the Open University in the UK, among others. It is unclear, however, how valuable OER are in learning and teaching. Approaches to OER policy and sustainability are just two other key aspects that remain unresolved across the sector. Based on the findings from the Open, Transferable, Technology-enabled Educational Resources (OTTER) project at the University of Leicester, UK, 1 we introduce the OER mix framework: purpose, processes, product, and policy. We argue that different mixes of the four Ps can generate different approaches to OER. We discuss the relevance of the framework and its importance for social inclusion and widening access to higher education. We also discuss the implications of the OER mix for the openness agenda. Institutions may find value in adapting and applying the framework. We invite colleagues to critique it and report back. CR Armellini A., 2008, REFLECTING ED, V4, P17, DOI [10.3402/rlt.v20i0, DOI 10.3402/RLT.V20I0] Beyond Distance Research Alliance, 2010, CORRE FRAM TRANSF TE Bissell A., 2009, OPEN LEARNING J OPEN, V24, P97, DOI DOI 10.1080/02680510802627886 Bradwell P., 2009, EDGELESS U WHY HIGHE Brandon K, 2009, INVESTING ED AM GRAD Browne T., 2010, J INTERACTIVE MEDIA, V3 Butcher N., 2011, MAINSTREAMING USE OP Caswell T., 2008, INT REV RES OPEN DIS, V9 Center for Open and Sustainable Learning, 2008, OER HDB ED China Open Resources for Education, 2009, AB CORE Committee for Economic Development, 2009, HARN OP IMPR RES TEA Commonwealth of Learning (COL), 2010, VIRT U SMALL STAT CO Commonwealth of Learning (COL), 2009, CONNECTIONS, V14, P8 Constantinides E., 2006, J MARKETING MANAGEME, V22, P407, DOI DOI 10.1362/026725706776861190 Department for Education and Skills, 2006, WID PART HIGH ED Downes S., 2007, INTERDISCIPLINARY J, V3, P29 Gorard S., 2006, REV WIDENING PARTICI Harley D., 2008, OPENING ED COLLECTIV, P197 Higher Education Funding Council of England (HEFCE), 2008, OP RES LEARN House of Commons Public Accounts Committee, 2009, 4 HOUS COMM PUBL ACC Huijser H., 2008, INT REV RES OPEN DIS, V9 Japan Open CourseWare Consortium, 2006, AB JOCW Joint Information Systems Committee (JISC), 2009, UK OER PROGR Joint Information Systems Committee (JISC), 2010, OTTER PROJ FIN REP JORUM, HIST 2002 2011 KEEP Koohang A., 2007, ISSUES INFORM SCI IN, V4, P535 Marshall S., 2008, INNOVATE, V4 McAndrew P., 2009, OPENLEARN RES REPORT McCarthy E. J., 1964, BASIC MARKETING MANA McGill L., 2008, GOOD INTENTIONS IMPR McGrail J. P., 2009, INNOVATE, V5 MIT, 2006, 2005 PROGR EV FIND R Nikoi S. K., 2011, OPEN LEARNING, V26, P191, DOI DOI 10.1080/02680513.2011.611681 OECD, 2007, GIV KNOWL FREE EM OP OER Africa, BUILD AFR ED CAP OP Open Educational Quality Initiative (OPAL), 2012, PROJ REP Open Educational Quality Initiative (OPAL), GUID Open e-Learning Content Observatory Services, 2007, OP ED PRACT RES OLCO Peters M., 2008, SEM BATH ROYAL LIT S Salmon G., 2008, ALT J, V16, P95, DOI DOI 10.1080/09687760802315978 Shuttleworth Foundation & Open Society Foundations, UNL PROM OP ED RES Straub R., 2008, ELEARNING PAPERS, P8 Teacher Education in Sub-Saharan Africa (TESSA), AB TESSA Teacher Education in Sub-Saharan Africa (TESSA), 2007, TEACH ED SUBS AFR TE Tyler S., 2007, MANAGERS GOOD STUDY UNESCO, 1995, OP ED RES University of Leicester, U LEIC OER REP White D., 2011, OER IMP STUD WikiEducator, 2011, OER U Wiley D., 2007, SUSTAINABILITY OPEN Yuan L., 2008, OPEN ED RESOURCES OP TC 2 Z9 2 SN 0158-7919 PY 2012 VL 33 IS 2 SI SI BP 165 EP 184 DI 10.1080/01587919.2012.697439 UT WOS:000306741000004 ER PT J AU Garcia, CM Dominguez, CY Mayor, C AF Marcelo Garcia, Carlos Yot Dominguez, Carmen Mayor, Cristina TI "Alacena", An Open Learning Design Repository for University Teaching SO COMUNICAR AB Being a teacher means being involved in the design of learning activities. The teaching profession has become a "profession of knowledge", not because knowledge was or is the legitimate component of the profession, but because the teacher is the designer of learning environments and has the ability to design the spaces where knowledge is being produced. But these learning environments have long been regulated to the privacy of the classroom environment with student complicity. One positive aspect of the launch of the European Higher Education Area has been to bring greater transparency to the process of designing teaching and student learning. Our objective in this study was to identify, represent and document a wide variety of learning designs made by experienced and innovative teachers. We hope this repository will be available and accessible to every teacher through the Internet. The participants in this study were 58 teachers mainly from universities in Andalusia and the five branches of knowledge. From interviews we proceeded to represent all the learning sequences, available in the repository of sequences that we named "Alacena". This repository is accessible on our research group's website (http://prometeo.us.es/idea). The conclusions of our study were that there are innovative learning designs aimed at promoting a greater understanding of what students learn through their involvement in processes of inquiry and/or collaboration, and they are representative of good teaching practices in universities. RI Marcelo, Carlos/K-8197-2014 OI Marcelo, Carlos/0000-0002-8547-367X CR AGOSTINHO S., 2008, HDB RES LEARNING DES, P1 Bain K., 2007, QUE HACEN MEJORES PR Beetham Helen, 2007, RETHINKING PEDAGOGY BORTHWICK F., 2007, J LEARNING DESIGN, V2, P14 Cameron L., 2007, DOCUMENTING LEARNING Conole G., 2008, HDB RES LEARNING DES, P187, DOI DOI 10.4018/978-1-59904-861-1 DE LA CRUZ TOME M.A., 2003, AULA ABIERTA, V82, P191 De Miguel M., 2006, METODOLOGIAS ENSENAN Falconer I., 2006, MOD4L REPORT CASE ST Falconer I., 2007, MOD4L FINAL REPORT R Guerra S, 2010, COMUNICAR, P141, DOI 10.3916/C35-2010-03-07 Hannafin M. J., 1999, INSTRUCTIONAL DESIGN, V2, P115 Herrington J., 2004, Journal of Computing in Higher Education, V16 Horton William, 2006, E LEARNING DESIGN KISS D., 2005, COMUNICAR, V24, P143 Koper R., 2005, LEARNING DESIGN HDB, P3, DOI 10.1007/3-540-27360-3_1 KOPER R., 2008, HDB INFORM TECHNOLOG Koper R., 2005, LEARNING DESIGN HDB Marcelo C, 2010, DESARROLLO PROFESION Marcelo C., 2001, REV COMPLUTENSE ED, V12, P531 MARCELO C., 2010, 6 C IB DOC U McAndrew P., 2006, International Journal of Learning Technology, V2, DOI 10.1504/IJLT.2006.010632 Meyers NM, 2009, ASSESS EVAL HIGH EDU, V34, P565, DOI 10.1080/02602930802226502 Murillo P., 2006, ANAL PROFESION DOCEN, P45 Oliver R., 2007, J LEARNING DESIGN, V2, P1 Schon D.A., 1990, ED REFLECTIVE PRACTI TC 2 Z9 2 SN 1134-3478 EI 1988-3293 PD OCT PY 2011 IS 37 BP 37 EP 44 DI 10.3916/C37-2011-02-03 UT WOS:000295037500005 ER PT J AU Ihanainen, P Moravec, JW AF Ihanainen, Pekka Moravec, John W. TI Pointillist, Cyclical, and Overlapping: Multidimensional Facets of Time in Online Learning SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB A linear, sequential time conception based on in-person meetings and pedagogical activities is not enough for those who practice and hope to enhance contemporary education, particularly where online interactions are concerned. In this article, we propose a new model for understanding time in pedagogical contexts. Conceptual parts of the model will be employed as a "cultural technology" to help us relate to evolving phenomena, both physical and virtual. We label these constructs as pointillist, cyclical, and overlapping times. Pointillist time and learning takes place in "dots" of actions that consist of small, discrete moments (e. g., tweeting). Producing, receiving, and sharing ideas in this context are separate points in each actor's timeline. Cyclical time and learning emerges from intensive periods, which are highly visible in online forums. This construct reveals itself through interactions that often exist in multiple online environments. Overlapping time and learning involves various configurations of linear, pointillist, and cyclical layers, which are mainly evident through the simultaneous uses of social communication technologies. Pointillist, cyclical, and overlapping time constructs enable new orientations for conceptualizing time in pedagogy. In this article we also introduce de-, re-, and en-modes of these pedagogies that connect with approaches to meet the needs of learners for individualization, personalization, and cyborgization. CR Allee V., 2003, FUTURE KNOWLEDGE INC Amidon DM, 2003, INNOVATION SUPERHIGH Bauman Z., 2007, CONSUMING LIFE Briers F., 2010, Cultural learning styles: Linear, cyclical and holistic (Web log post) Bruns Axel, 2008, BLOGS WIKIPEDIA 2 LI Cobo C, 2011, APRENDIZAJE INVISIBL Cynefin framework, 2011, Wikipedia Dorninger S., 2008, Futur(e) Learning-a strategy for individualisation in learning by e-learning and e-portfolios Downes S., 2008, MOOC and mookies: The connectivism & connective knowledge online course Francis J., 2008, TED Talks Freire Paulo, 2000, PEDAGOGY OPPRESSED Harkins Arthur M, 2011, On the Horizon, V19, DOI 10.1108/10748121111138326 Hock D., 1999, BIRTH CHAORDIC AGE Ihanainen P., 2006, [Verkko-oppiminen ja ohjaus, Online learning and facilitation] Leadbeater C., 2005, SHAPE THINGS COME PE Leadbeater C, 2004, PERSONALISATION PART Mackness J., 2010, What's wrong with MOOCs? Some thoughts (Web log post) Mitra S., 2010, TED Talks Moravec J. W., 2006, [Teorie vedy, Theory of Science], VXV/XXVIII, P149 Ray C., 2005, Individualisation and the third age Siemens G., 2007, NETWORKS ECOLOGIES C TC 2 Z9 2 SN 1492-3831 PY 2011 VL 12 IS 7 SI SI BP 27 EP 39 UT WOS:000297793200003 ER PT J AU Sapire, I Reed, Y AF Sapire, Ingrid Reed, Yvonne TI Collaborative design and use of open educational resources: a case study of a mathematics teacher education project in South Africa SO DISTANCE EDUCATION AB In South Africa, poor performance of learners in mathematics across the school system is a problem demanding new solutions. One possible solution is to try to raise standards through the use of open educational resources (OER). This article presents and discusses findings from a case study of a collaborative OER development project initiated by the South African Institute of Distance Education (SAIDE). In this project mathematics teacher educators from nine tertiary institutions worked collaboratively in designing OER for mathematics teacher education courses and use in a variety of other contexts. The study investigated whether the collaborative redesigning of existing materials can enhance quality while containing time and resource costs and whether such collaboration encourages buy-in to the use of OER by teacher educators and students. It concludes by offering some suggestions on OER development for policy-makers, practitioners, and researchers in the field of distance education. CR Adler J., 2002, CHALLENGES TEACHER D, P36 Bassey M., 1999, CASE STUDY RES ED SE Bateman P., 2008, REVISITING CHALLENGE Canagarajah A. Suresh, 1999, RESISTING LINGUISTIC Danaher P., 2010, TEACHER ED OPEN DIST Friesen N., 2001, Interactive Learning Environments, V9, DOI 10.1076/ilee.9.3.219.3573 Geser G., 2007, OLCAS ROADMAP 2012 Gultig J., 2001, LEARNERS LEARNING Hylen J., 2007, OPEN ED RESOURCES OP Joyce A., 2006, INTERNET DISCUSSION Lave J., 1991, SITUATED LEARNING LE Lea M, 2005, COMMUNITIES PRACTICE, P180 Loughran J. J., 2006, DEV PEDAGOGY TEACHER McAndrew P., 2009, OPEN LEARN RES REPOR McMillan JH, 2006, RES ED EVIDENCE BASE, V6th Moletsane R., 2003, CHANGING PATTERNS TE, P323 Moll I, TEACHING E IN PRESS Moll I., 2008, LEARNING LEARNING SP Moon B., 2010, TEACHER ED OPEN DIST, P121 OER Africa, MATHS TEACH ED THEM Organisation for Economic Co-operation and Development (OECD), WHAT IS MEANT TERM O Sapire I., 2010, THESIS U WITWATERSRA Tusting K., 2005, COMMUNITIES PRACTICE Welch T., 2008, SAIDE ACEMATHS PROJE Welch T., 2005, DESIGNING DELIVERING Wenger E., 2002, CULTIVATING COMMUNIT Wenger E, 1998, COMMUNITIES PRACTICE Wiley D., 2000, INSTRUCTIONAL USE LE Wolfenden F., 2008, J INTERACTIVE ME MAY, P1 TC 2 Z9 2 SN 0158-7919 PY 2011 VL 32 IS 2 SI SI BP 195 EP 211 DI 10.1080/01587919.2011.584847 UT WOS:000299218800004 ER PT J AU Gurell, S Kuo, YC Walker, A AF Gurell, Seth Kuo, Yu-Chun Walker, Andrew TI The Pedagogical Enhancement of Open Education: An Examination of Problem-Based Learning SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Open education, as embodied in open educational resources (OER) and OpenCourseWare (OCW), has met and dealt with several key problems. The movement now has a critical mass of available content. Leveraging no small amount of funding and associated development, open education has the tools to collect, disseminate, and support the discovery of open materials. Now that the foundation for openness has been laid, practitioners are experimenting with new kinds of education and pedagogies associated with open content (Weller, 2009; di Savoia, 2009). Problem-based learning is one of many progressive pedagogies that might be combined with open education. This paper defines problem-based learning in the context of open education. Unique challenges are presented and discussed alongside possible solutions, realistic limitations, and calls for implementation in the future to test validity. CR ALBANESE MA, 1993, ACAD MED, V68, P52, DOI 10.1097/00001888-199301000-00012 An Y. J., 2008, Q REV DISTANCE ED, V9, P1 Barrows H., 2002, DISTANCE EDUC, V23, P119, DOI DOI 10.1080/01587910220124026 Barrows H. S., 1996, NEW DIRECTIONS TEACH, V68, P3, DOI DOI 10.1002/TL.37219966804 BARROWS HS, 1986, MED EDUC, V20, P481 Berkson L., 1993, ACAD MED, V68, P79 CATONE J, 2009, FUTURE COST ED WILL ChanLin LJ, 2007, INNOV EDUC TEACH INT, V44, P211, DOI 10.1080/14703290701241026 Dennis Jancis K, 2003, Educ Health (Abingdon), V16, P198, DOI 10.1080/1357628031000116907 DISAVOIA A, 2009, CREATING OE ART DESI Dochy F, 2003, LEARN INSTR, V13, P533, DOI 10.1016/S0959-4752(02)00025-7 DONNER RS, 1993, B MED LIBR ASSOC, V81, P294 Doucet MD, 1998, MED EDUC, V32, P590 Downes Stephen, 2007, INTERDISCIPLINARY J, V3, P30 Falagas ME, 2007, CLIN INFECT DIS, V45, P495, DOI 10.1086/519977 GALE K, 2007, Q REV DISTANCE ED, V8, P197 Gijbels D, 2005, REV EDUC RES, V75, P27, DOI 10.3102/00346543075001027 GURELL S, 2008, OPEN ED RESOURCES HD JOHANSEN J, 2009, ANN PHYS Kenny R., 2006, INT REV RES OPEN DIS, V7, P1 Kerfoot B Price, 2005, Med Educ, V39, P380 Kirschner PA, 2006, EDUC PSYCHOL, V41, P75, DOI 10.1207/s15326985ep4102_1 McConnell D., 2002, DISTANCE EDUC, V23, P59, DOI 10.1080/01587910220123982 McGreal R., 2004, ONLINE ED USING LEAR Moust J. H., 1990, INNOVATION MED ED EV, P135 OGAWA RT, 1991, REV EDUC RES, V61, P265, DOI 10.3102/00346543061003265 OLIVEIRA C, WHY DONATE *OPENCOURSEWARE CO, 2009, CONS MEMB PERRY M, 2009, CHRONICLE HIGHER ED Ronteltap F., 2002, DISTANCE EDUC, V23, P11, DOI 10.1080/01587910220123955 Steinkuehler C. A., 2002, DISTANCE EDUC, V23, P23, DOI 10.1080/01587910220123964 Stewart TM, 2007, INTERACT LEARN ENVIR, V15, P77, DOI 10.1080/10494820601058780 Strobel J., 2009, INTERDISCIPLINARY J, V3, P44, DOI DOI 10.7771/1541-5015.1046 Sulaiman F., 2004, MALAYSIAN ONLINE J I, V1, P58 VERNON DTA, 1993, ACAD MED, V68, P550, DOI 10.1097/00001888-199307000-00015 Walker A, 2009, INTERDISCIPLINARY J, V3, P12, DOI 10.7771/1541-5015.1061 Waters L, 2004, HIGHER ED RES DEV, V23, P413, DOI 10.1080/0729436042000276440 WELLER M, 2009, ED TECHIE Wiley D., 2009, JULY BYU IS OCW UPDA WILEY D, 2009, BYU IS OCW ITERATING TC 2 Z9 2 SN 1492-3831 PY 2010 VL 11 IS 3 BP 95 EP 105 UT WOS:000290994300007 ER PT J AU Hilton, JL Graham, C Rich, P Wiley, D AF Hilton, John L., III Graham, Charles Rich, Peter Wiley, David TI Using online technologies to extend a classroom to learners at a distance SO DISTANCE EDUCATION AB The authors studied a course in which an instructor allowed individuals at a distance to participate. Although these students were not formally enrolled in the university where the class took place, the instructor gave them full access to all course materials and encouraged them to complete course assignments. The authors examined the time and technical proficiency required to involve learners at a distance. We surveyed these learners to determine their perceptions of the course and examined their work. Learners at a distance reported receiving some benefit from the course, particularly in terms of learner-content interaction. We surveyed students in the face-to-face classroom to determine whether having students participating at a distance in the same class affected their perception of the course. They reported no impact. The implications and limitations of these results are discussed. RI Rich, Peter/C-2281-2013 CR ANDERSON T, 1998, DISTANCE LEARNERS HI, P129 ANDERSON T, 2004, INT REV RES OPEN DIS, V4 ATKIN R, 2008, RE HOW MUCH TIME Baker J., 2009, INT REV RES OPEN DIS, V10 BLACKALL L, FLEXIBLE LEARNING BROWNE J, 2009, FIXING DAVIDS REMIXA CAPDET D, 2009, IPT692R SUSTAINABILI Fini A, 2009, INT REV RES OPEN DIS, V10, P5 Fini A., 2008, J E LEARNING KNOWLED, V4, P231 *FLAT WORLD KNOWL, 2009, OUR STOR GURELL S, 2008, OPEN ED RESOURCES HD Ketterl M., 2006, P119 Matkin G., 2009, RES OCCASIONAL PAPER *MIT, 2002, OPENCOURSEWARE Moore MG, 1989, AM J DISTANCE ED, V3, P1, DOI DOI 10.1080/08923648909526659 *OPENCOURSEWARE CO, 2009, CONS MEMB *PBWIKI, 2005, PBWORKS PBWORKS ONL *PROFCAST, 2005, PROFCAST STOR Sheehan K. B., 2006, J COMPUT-MEDIAT COMM, V6, DOI [10.1111/j.1083-6101.2001.tb00117.x, DOI 10.1111/J.1083-6101.2001.TB00117.X] SIEMENS G, 2008, WHO IS STILL PARTICI *WIK, STAT Wiley D., 2007, INTRO OPEN ED SYLLAB Wiley D., 2009, OPEN LEARNING J OPEN, V24, P11, DOI DOI 10.1080/02680510802627746 Williams P, 2005, ASLIB PROC, V57, P109, DOI 10.1108/00012530510589083 Young Jeffrey, 2008, CHRONICLE HIGHE 0925 TC 2 Z9 2 SN 0158-7919 PY 2010 VL 31 IS 1 BP 77 EP 92 DI 10.1080/01587911003725030 UT WOS:000277550900006 ER PT S AU Chiu, MS AF Chiu, Mei-Shiu BA Tzekaki, M BF Tzekaki, M BE Kaldrimidou, M Sakonidis, H TI AFFECTIVE, COGNITIVE, AND SOCIAL FACTORS IN REDUCING GENDER DIFFERENCES IN MEASUREMENT AND ALGEBRA ACHIEVEMENTS SO PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 2 SE PME Conference Proceedings CT 33rd Conference of the International-Group-for-the-Psychology-of-Mathematics-Education CY JUL 19-24, 2009 CL Thessaloniki, GREECE HO Aristotle Univ AB The results of the TIMSS 2003 study indicated that boys had higher measurement achievements than girls and girls had higher algebra achievements than boys. It was predicted in this present study that affective, cognitive, and social factors could reduce these gender differences. The results of a series of regression analyses showed that gender differences in measurement achievements could be reduced by the sub-factors of inductive affect, social backgrounds, and cognitively closed learning experiences, while those in algebra achievements by the sub-factors of deductive affect, cognitively open learning experiences, and social resources, in a descending sequence. CR ASKEW M, 1995, RECENT RES MATH ED, V5 Boaler J, 1998, J RES MATH EDUC, V29, P41, DOI 10.2307/749717 Byrnes JP, 2007, CONTEMP EDUC PSYCHOL, V32, P599, DOI 10.1016/j.cedpsych.2006.09.002 Chiu M. S., 2008, ED RES EVALUATION, V14, P235, DOI DOI 10.1080/13803610802048858 Chiu M.-S., 2007, P 31 C INT GROUP PSY, V2, P145 CHIU MS, 2006, P 30 C INT GROUP PSY, V2, P313 FENNEMA E, 1990, MATH GENDER, P1 GALLAGHER AM, 1994, J EDUC PSYCHOL, V86, P204, DOI 10.1037/0022-0663.86.2.204 Guiso L, 2008, SCIENCE, V320, P1164, DOI 10.1126/science.1154094 Koller O, 2001, J RES MATH EDUC, V32, P448, DOI 10.2307/749801 Mullis I.V.S, 2004, TIMSS 2003 INT MATH TC 2 Z9 2 SN 0771-100X BN 978-960-243-654-7 PY 2009 VL 2 BP 321 EP 328 UT WOS:000276056400041 ER PT B AU Piedra, N Chicaiza, J Tovar, E Martinez, O AF Piedra, Nelson Chicaiza, Janneth Tovar, Edmundo Martinez, Oscar GP IEEE BE Aedo, I Chen, NS Sampson, D Zaitseva, L Kinshunk, X TI Open Educational Practices and Resources Based on Social Software: UTPL experience SO ICALT: 2009 IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES CT IEEE International Conference on Advanced Learning Technologies CY JUL 15-17, 2009 CL Riga, LATVIA AB Open Educational Resources (OER) are a direct reaction to knowledge privatization; they foment their exchange to the entire world with the aim of increase the human intellectual capacity. In this document, we describe the committment of Universidad Tecnica Particular de Loja (UTPL), Ecuador, in the promotion of open educational practices and resources and their impact in society and knowledge economy through the use of Social Software. CR CERI, 2007, GIV KNOWL FREE EM OP Duffy P., 2006, P ONL LEARN TEACH C, P31 O'Reilly T., 2005, WHAT IS WEB 2 0 DESI OLCOS, 2007, OP ED PRACT RES OLCO Richardson W., 2006, BLOGS WIKIS PODCASTS RICHARDSON W, 2006, 164 ED ROMERO LM, 2007, QUALITY SOCIAL PERTI TC 2 Z9 2 BN 978-1-4244-4482-3 PY 2009 BP 497 EP 498 UT WOS:000274264300141 ER PT B AU Jain, R AF Jain, R BE Charney, MW Yeoh, BSA Kiong, TC TI Indian diaspora and the prospect of open learning - A perspective on modern social science education from India SO ASIAN MIGRANTS AND EDUCATION: THE TENSIONS OF EDUCATION IN IMMIGRANT SOCIETIES AND AMONG MIGRANT GROUPS SE EDUCATION IN THE ASIA-PACIFIC REGION: ISSUES, CONCERNS AND PROSPECTS CT International Conference on Immigrant Societies and Modern Education CY AUG 31-SEP 03, 2000 CL Singapore, SINGAPORE TC 2 Z9 2 BN 1-4020-1336-1 PY 2003 VL 2 BP 185 EP 192 UT WOS:000223229500015 ER PT J AU Sharpe, R Bailey, P AF Sharpe, R Bailey, P TI Evaluation and design of technologies to meet learning outcomes SO JOURNAL OF COMPUTER ASSISTED LEARNING CT International Conference on Networked Lifelong Learning CY 1998 CL SHEFFIELD, ENGLAND HO SHEFFIELD UNIV AB Professional development for staff in higher education is developing rapidly in response to current national developments. As staff seek support and development to cope with the changes in their students, appropriate teaching, learning and assessment methods and rising use of learning technologies, institutions must be in a position to provide relevant programmes of development. Increasingly staff will be required to give evidence of their own development and institutions should be able to offer suitable and accessible systems which allow them to easily document their progress and gain accreditation. Two case studies are presented: the first uses the outcomes of a graduate teaching assistants course to evaluate the effectiveness of using a computer conferencing system. The second case study uses outcomes to redesign, to a web-based open learning system, the teaching and learning in a higher education course for teaching staff. CR Berge Z., 1995, COMPUTER MEDIATED CO DANIEL J, 1996, KNOWLEDGE MEDIA INFO Dearing R., 1997, HIGHER ED LEARNING S Henri F., 1992, Collaborative Learning Through Computer Conferencing: the Najaden Papers. Proceedings of the NATO Advanced Research Workshop Kaye A., 1989, MINDWEAVE COMMUNICAT, P3 Kolb D., 1984, EXPT LEARNING EXPERI MAGEE R, 1997, INFORMATION TECHNOLO, V9, P13 Mason R., 1992, Collaborative Learning Through Computer Conferencing: the Najaden Papers. Proceedings of the NATO Advanced Research Workshop McConnell D., 1994, IMPLEMENTING COMPUTE WEBB B, 1994, IMPROVING STUDENT LE, P329 TC 2 Z9 2 SN 0266-4909 PD SEP PY 1999 VL 15 IS 3 BP 179 EP 188 DI 10.1046/j.1365-2729.1999.153092.x UT WOS:000082781100002 ER PT J AU Owen, C AF Owen, C TI The challenge of open learning in art & design further education SO JOURNAL OF ART & DESIGN EDUCATION CR BRIGHTON A, 1982, ASPECTS, V18 *BTEC, 1985, DES EXPT PUTT IND DE CORMOCK S, 1983, J ART DESIGN EDUC, V2, P81 DESAUSMAREZ M, 1964, BASIC DESIGN DYNAMIC *EUR COMM COMM, 1991, MEM OP DIST LEARN EU *FENC, 1996, GNVQ ART DES OP LEAR FORREST E, 1985, J ART DESIGN EDUC, V4, P147 HANNEMA S, 1970, FADS FAKES FANTASIES MacDonald S., 1970, HIST PHILOS ART ED Madge C., 1973, ART STUDENTS OBSERVE Race P., 1993, OPEN LEARNING HDB RUSHTON D, 1978, POLITICS ART ED Thistlewood D., 1981, CONTINUING PROCESS N TC 2 Z9 2 SN 0260-9991 PY 1998 VL 17 IS 3 BP 237 EP 244 UT WOS:000076597100003 ER PT J AU OLIVER, R GRANT, M AF OLIVER, R GRANT, M TI INTERACTIVE BROADCAST TELEVISION IN AUSTRALIA SO JOURNAL OF EDUCATIONAL TELEVISION AB Interactive television is being used increasingly as a delivery format for distance education and open learning courses. In most applications, the delivery is to a closed audience within the framework of formal programmes of study. This paper reports on programmes in Western Australia where interactive educational television is being used in broadcast modes. The paper discusses the impact of the ensuing interactivity on the quality of the broadcast programmes from an instructional perspective. CR Anderson D. R., 1979, ATTENTION COGNITIVE, P331 BATES AW, 1991, RES DISTANCE ED, V3, P10 BATES AW, 1988, J EDUC TV, V14, P213 EVANS T, 1992, AUSTR ASS ED RES Garrison D. R., 1990, AM J DISTANCE ED, V4, P13 Garrison D. R., 1985, DISTANCE EDUC, V6, P235, DOI 10.1080/0158791850060208 GOLDSCHMIDT YY, 1992, J PHYS I, V2, P31 HAUGHEY M, 1991, OPEN LEARNING, V6, P14, DOI 10.1080/0268051910060303 HOLIFIELD M, 1992, HIGH SCH J, V75, P191 Juler P., 1990, OPEN LEARNING, V5, P24, DOI [10.1080/0268051900050205, DOI 10.1080/0268051900050205] KOZMA RB, 1991, REV EDUC RES, V61, P179, DOI 10.3102/00346543061002179 LAURILLARD D, 1993, J EDUC TV, V19, P81 LEVIN J, 1992, INTERACTIVE LEARNING, V2, P3, DOI 10.1080/1049482920020102 *MICR, 1992, MICR WORKS WIND Nipper S., 1989, MINDWEAVE COMMUNICAT OLIVER R, 1993, WORKING WORKS WINDOW ORNSTEIN A, 1990, HIGH SCH J, V73, P252 SALOMON G, 1984, J EDUC PSYCHOL, V76, P647, DOI 10.1037/0022-0663.76.4.647 TC 2 Z9 2 SN 0260-7417 PD SPR PY 1995 VL 21 IS 1 BP 37 EP 50 UT WOS:A1995RA01200003 ER PT J AU MIN, R AF MIN, R TI PARALLELISM IN OPEN LEARNING AND WORKING ENVIRONMENTS SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY AB One of the main shortcomings of multimedia in open learning environments is the use of monitors. The monitor as currently supplied with the personal computer originates from the world of television and video. Television equipment is extremely suitable for the transmission of one-way messages and also for the presentation of film, video and speakers ('talking heads'). It is also suitable for giving instruction and showing other educational programmes, But the monitor is built as a one-way message medium. Pictures and images are presented but disappear as soon as other pictures are presented. Thus, a certain measure of short and long memory is required as well as the interpretation of the data and so it remains a linear medium. The organisation of the monitor display is a constant worry in open learning and working environments, because in practice it Is continually changing. This article analyses these shortcomings and describes some solutions according to the concepts and theories of Min, Koopal, Gritter, Struyker Boudier, Coleman, Miltenburg and Van Schaick Zillesen, developed over the last decade (Min, 1992). CR AMBRON S., 1990, LEARNING INTERACTIVE GRITTER H, 1993, THESIS U TWENTE ENSC KOOPAL W, 1993, THESIS U TWENTE ENSC MIN FBM, 1993, COMPUTER SIMULATION, pCH2 MIN FBM, 1982, COMPUT EDUC, V6, P153 MIN FBM, 1992, INTERACTIVE LEARNING, V6, P177 MOLLER D, MODELLING SIMULATION VANSCHAICK ZP, 1990, THESIS U TWENTE TC 2 Z9 2 SN 0007-1013 PD MAY PY 1994 VL 25 IS 2 BP 108 EP 112 DI 10.1111/j.1467-8535.1994.tb00096.x UT WOS:A1994QG61800005 ER PT J AU MCCONNELL, D AF MCCONNELL, D TI MANAGING OPEN LEARNING IN COMPUTER-SUPPORTED COLLABORATIVE LEARNING ENVIRONMENTS SO STUDIES IN HIGHER EDUCATION AB This paper addresses some issues to do with using computer supported collaborative learning (CSCL) technologies in higher education. In particular, it examines the educational process of a collaboratively designed, open learning MA in management learning which uses a mixture of computer conferencing, electronic mail and periodic face-to-face workshops. The nature of professional practice in such online environments is analysed and discussed. CR BOOT R, 1988, PROGRAMMED LEARNING, P25 BOOT R, 1984, MANAGEMENT DEV ADV P BROCHET MG, 1985, EFFECTIVE MODERATION Carr W., 1986, BECOMING CRITICAL ED FEENBERG A, 1986, IEEE T PROFESSIONAL, V29 Freire P., 1985, POLITICS ED CULTURE Freire P, 1972, PEDAGOGY OPPRESSED Giroux H, 1983, THEORY RESISTANCE ED Habermas J., 1972, KNOWLEDGE HUMAN INTE HARDY G, 1991, COMPUTER MEDIATED CO Harris D., 1987, OPENNESS CLOSURE DIS HILTZ SR, 1985, COMMUN ACM, V28, P680, DOI 10.1145/3894.3895 HILTZ SR, 1986, P C COMPUTER SUPPORT, P282 Hodgson V., 1992, Journal of Computer Assisted Learning, V8, DOI 10.1111/j.1365-2729.1992.tb00399.x HODGSON V, 1989, INTER1289 U LANC DEP Johansen R, 1988, GROUPWARE COMPUTER S Kerr E. B., 1986, IEEE Transactions on Professional Communications, VPC-29 KLING R, 1991, SCI TECHNOLOGY HUMAN, V16 Kolb D., 1984, EXPT LEARNING EXPERI Lincoln Y., 1985, NATURALISTIC INQUIRY MCCONNELL D, 1990, EDUC TRAIN TECHNOL, V27, P190 PEDLER M, 1984, MANAGEMENT SELF DEV Polanyi M., 1958, PERSONAL KNOWLEDGE Reason P., 1981, HUMAN INQUIRY SOURCE SNELL R, 1989, J MANAGEMENT DEV, V8 SNELL RS, 1989, GROUP RELATIONS, V1, P6 Whitehead J., 1989, BRIT EDUC RES J, V15, P3, DOI 10.1080/0141192890150101 Young M. F. D., 1971, KNOWLEDGE CONTROL TC 2 Z9 2 SN 0307-5079 PY 1994 VL 19 IS 3 BP 341 EP 358 DI 10.1080/03075079412331381920 UT WOS:A1994PL14900008 ER PT S AU DAVIDSEN, PI AF DAVIDSEN, PI BE Barta, BZ Eccleston, J Hambusch, R TI SYSTEM DYNAMICS AS A PLATFORM FOR EDUCATIONAL SOFTWARE PRODUCTION SO COMPUTER MEDIATED EDUCATION OF INFORMATION TECHNOLOGY PROFESSIONALS AND ADVANCED END-USERS SE IFIP TRANSACTIONS A-COMPUTER SCIENCE AND TECHNOLOGY CT IFIP WG3.4 Working Conference on Computer Mediated Education of Information Technology Professionals and Advanced End-Users CY JUL 12-16, 1993 CL SOEST, GERMANY AB In natural and social sciences, the significance of understanding complex, dynamic systems has become increasingly more evident. We describe the elements and the educational utility of the system dynamics approach in that context. This is illustrated by referring to a typical long-distance learning session. Finally, we discuss some of the issues of developing simulation-based educational hypermedia productions in an open learning environment. CR ANDERSEN DF, 1990, 1990 P INT C SYST DY Bakken B. E., 1993, THESIS MIT CAMBRIDGE DARLING T, 1990, BEHAVIORAL SIMULATIO DAVIDSEN PI, 1991, STRUCTURE BEHAVIOR G DIEHL EW, 1992, THESIS MIT CAMBRIDGE Forrester J. W., 1961, IND DYNAMICS Forrester J. W., 1968, PRINCIPLES SYSTEMS, V2nd FORRESTE.JW, 1971, TECHNOL REV, V73, P52 FORRESTER JW, 1986, SYSTEM DYNAMICS REV, V3 FORRESTER JW, 1989, JUL SYST DYN SOC C S, pD4165 GOODMAN MR, STUDY NOTES SYSTEM D GRAHAM AK, 1990, SYSTEM DYNAMICS REV, V6 KAMPMANN C, 1992, THESIS MIT CAMBRIDGE KOCHAN T, 1991, TRANSFORMING ORG MEADOWS D, 1989, 1989 P INT C SYST DY, P635 MILLING PM, 1989, 1989 P INT C SYST DY MORECROFT JDW, 1990, 1990 P INT C SYST DY RANDERS J, 1984, 1984 INT SYST DYN C RICHARDSON GP, 1986, DOMINANT STRUCTURE, V2 Richardson G.P., 1981, INTRO SYSTEM DYNAMIC RICHARDSON GP, 1984, 1984 INT SYST DYN C RICHARDSON GP, 1986, SYSTEM DYNAMICS REV, V2 Roberts N., 1983, INTRO COMPUTER SIMUL SENGE P, 1990, 5TH DISCIPLINE ART P SENGE PM, 1991, TRANSFORMING ORG STERMAN JD, 1988, MIT D39591 SLOAN SCH STERMAN JD, 1989, ORGAN BEHAV HUM DEC, V43, P301, DOI 10.1016/0749-5978(89)90041-1 STERMAN JD, 1984, MIT D36562 SLOAN SCH TESSEM B, 1983, P INT SYSTEM DYNAMIC 1990, UNPUB, pD188 TC 2 Z9 2 SN 0926-5473 BN 0-444-81488-4 PY 1993 VL 35 BP 27 EP 40 UT WOS:A1993BZ97D00004 ER PT J AU WILLIAMS, N AF WILLIAMS, N TI A HYPERTEXT OPEN LEARNING-SYSTEM FOR WRITERS SO INSTRUCTIONAL SCIENCE AB In this article I describe three key design issues which underlie a CIRG project building an open learning hypertext package for teaching writing skills. These are issues in: combining flexible materials with fixed structures; giving students real flexibility in learning; the nature of interaction in hypertext writing teaching. I outline a design strategy to meet problems in all these areas. CR ALEXANDER G, 1989, EDUC TRAIN TECHNOL, V26, P379 ALLINSON LJ, 1989, HYPERTEXT THEORY PRA ARSHAD FN, 1989, 6TH P INT C TECHN ED, P213 BARDEN R, 1989, EDUC TRAIN TECHNOL, V26, P361 BARDEN R, 1989, MAR TRAIN AG C CONTR, P110 BEAUDOIN J, 1990, MULTIPLE PERSPECTIVE, P30 du Boulay B., 1988, Fifth International Conference on Technology and Education LIDTKE DK, 1989, 6TH P INT C TECHN ED, P116 ROSS D, 1990, 6TH COMP WRIT C AUST SELF J, 1988, NOV ALVEY IKBS RES W SMITH CF, 1990, 1 SYR U WRIT PROGR R THOMAS PJ, 1990, HYPERTEXT STATE ART VANDENBERG S, 1990, 1990 HUM TECHN INT G WAITE A, 1989, EDUC TRAIN TECHNOL, V26, P348 WILLIAMS N, 1988, EXPERT SYSTEM REPORT TC 2 Z9 2 SN 0020-4277 PY 1992 VL 21 IS 1-3 BP 125 EP 138 DI 10.1007/BF00119660 UT WOS:A1992JT11500010 ER PT J AU WHITLOCK, Q AF WHITLOCK, Q TI STUDENT FAILURE IN OPEN LEARNING SO EDUCATIONAL & TRAINING TECHNOLOGY INTERNATIONAL CR Bruner J.S., 1972, RELEVANCE ED KAGAN J, 1963, BASIC COGNITIVE PROC, V28, P73 TC 2 Z9 2 SN 0954-7304 PD MAY PY 1989 VL 26 IS 2 BP 141 EP 144 UT WOS:A1989CM58000006 ER PT J AU KEMBER, D KEMP, N AF KEMBER, D KEMP, N TI COMPUTER-AIDED PUBLISHING AND OPEN LEARNING-MATERIALS SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY CR *ALD CORP, 1987, PAG MAK US MAN AUSUBEL DP, 1960, J EDUC PSYCHOL, V51, P267, DOI 10.1037/h0046669 BARRON RF, 1978, RES READING CONTENT CLYDE A, 1983, DISTANCE EDUC, V4, P4, DOI 10.1080/0158791830040101 *COMM AUSTR, 1978, STYL MAN AUTH ED PR Gagne R. M., 1979, PRINCIPLES INSTRUCTI GAGNE RM, 1977, FUNDAMENTALS APPLICA Hartley J., 1985, DESIGNING INSTRUCTIO HARTLEY J, 1988, BRIT J EDUC TECHNOL, V19, P4, DOI 10.1111/j.1467-8535.1988.tb00247.x LANDA LN, 1984, ALGORITHMIZATION LEA MEYER BJF, 1975, J READING BEHAV, V7, P7 MILLIGAN JR, 1979, REV EDUC RES, V49, P197 MORISON S, 1951, 1ST PRINCIPLES TYPOG NOVAK J, 1984, LEARNING HOW LEARN ROTHKOPF EZ, 1976, PSYCHOL TEACHING MET Rowntree D, 1986, TEACHING SELF INSTRU RUMELHART D, 1981, COMPREHENSION TEACHI SMITH KC, 1980, DISTANCE ED INT J, V1, P61, DOI 10.1080/0158791800010104 TINKER MA, 1980, LEGIBILITY PRINT TREVITT J, 1980, BOOK DESIGN WHEILDON C, 1984, COMMUNICATING MAKING TC 2 Z9 2 SN 0007-1013 PD JAN PY 1989 VL 20 IS 1 BP 11 EP 26 DI 10.1111/j.1467-8535.1989.tb00024.x UT WOS:A1989T156600002 ER PT J AU DESILVA, R AF DESILVA, R TI RESOURCE CENTER SUPPORT FOR OPEN LEARNING-SYSTEMS SO PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY CR BIRCH D, 1984, MANAGING OPEN LEARNI COFFEY J, 1984, ED MEDIA INT, V3, P10 DESILVA R, 1986, IN PRESS OPEN LEARNI LEWIS R, 1984, TUTOR SUPPORT LEARNE TUCKER RN, 1979, ORG MANAGEMENT ED TE TC 2 Z9 2 SN 0033-0396 PD FEB PY 1987 VL 24 IS 1 BP 43 EP 48 UT WOS:A1987G401800007 ER PT J AU KRASNER, M HANLEY, GL AF KRASNER, M HANLEY, GL TI ON EVALUATING OPEN-EDUCATION SO EDUCATION CR ELIAS SF, 1978, EDUCATION, V99, P208 ELLSWORTH R, 1979, EDUCATION, V100, P149 FEATHERSTONE J, 1967, NEW REPUBLIC AUG HANLEY GL, 1981, EDUCATION, V102, P189 HORWITZ RA, 1979, REV EDUC RES, V49, P71, DOI 10.3102/00346543049001071 HOY WK, 1979, J EDUC RES, V73, P45 KHAN SB, 1980, CANADIAN J ED, V5, P5, DOI 10.2307/1494336 KLEIN Z, 1980, SOCIOL EDUC, V53, P114, DOI 10.2307/2112493 KRASNER L, 1976, ED REV, V5, P9 KRASNER L, 1976, PSYCHOL SCHOOLS, V13, P77, DOI 10.1002/1520-6807(197601)13:1<77::AID-PITS2310130117>3.0.CO;2-G KRASNER L, 1977, EDUCATION, V97, P336 NEWPORT JF, 1980, PHI DELTA KAPPAN, V62, P215 Silberman C. E., 1970, CRISIS CLASSROOM SONNIER IL, 1981, EDUCATION, V102, P124 VANWAGENBERG D, 1981, ENVIRON BEHAV, V13, P349, DOI 10.1177/0013916581133006 WEBER L, 1971, ENGLISH INFANT SCH I WEINSTEIN CS, 1977, AM EDUC RES J, V14, P249, DOI 10.3102/00028312014003249 TC 2 Z9 2 SN 0013-1172 PY 1984 VL 105 IS 2 BP 206 EP 213 UT WOS:A1984AFD5700037 ER PT J AU ASHER, W HYNES, K AF ASHER, W HYNES, K TI METHODOLOGICAL WEAKNESSES IN AN EVALUATION OF OPEN-EDUCATION SO JOURNAL OF EXPERIMENTAL EDUCATION CR ADAMS GR, 1978, URBAN EDUC, V13, P255, DOI 10.1177/0042085978133002 AHLGREN A, 1977, AM EDUC RES J, V14, P331 Asher J. W., 1976, ED RES EVALUATION ME ASHER W, 1974, PSYCHOL REP, V35, P192 BENNETT N, 1977, EDUC RES, V19, P217, DOI 10.1080/0013188770190306 BLAIR RC, 1978, J EDUC RES, V72, P116 BOOCOCK SS, 1978, ANNU REV SOCIOL, V4, P1, DOI 10.1146/annurev.so.04.080178.000245 Campbell Donald T., 1963, HDB RES TEACHING, P171 CAMPBELL DR, 1970, DISADVANTAGED CHILD, V3 DOLAN L, 1978, URBAN EDUC, V13, P323, DOI 10.1177/0042085978133005 ELIAS SF, 1978, EDUCATION, V99, P208 ELLSWORTH R, 1979, EDUCATION, V100, P149 FORMAN SG, 1978, J EDUC PSYCHOL, V70, P101 FRIEDLANDER BZ, 1975, AM EDUC RES J, V12, P465 GAGE NL, 1978, PHI DELTA KAPPAN, V60, P229 GRAY J, 1978, EDUC RES, V20, P137, DOI 10.1080/0013188780200209 GUMP PV, 1980, ANNU REV PSYCHOL, V31, P553, DOI 10.1146/annurev.ps.31.020180.003005 HANIF M, 1979, CONTEMP EDUC, V50, P104 HARRIS AJ, 1979, READ TEACH, V33, P135 JAEGER RM, 1975, CEDR Q, V9, P3 KLASS WH, 1978, J EDUC PSYCHOL, V70, P701 LEHMANN IJ, 1979, ED RES READINGS FOCU McPartland J. M., 1977, SOCIOL EDUC, V42, P133, DOI [10. 2307/2112375, DOI 10.2307/2112375] NELSON LR, 1979, J EXP EDUC, V47, P324 NIE NH, 1975, STATISTICAL PACKAGE PRATT D, 1977, J EDUC RES, V71, P12 ROSENSHINE BV, 1978, AM EDUC RES J, V15, P163 SEIDNER CJ, 1978, ELEM SCHOOL J, V78, P208, DOI 10.1086/461103 STEVENS J, 1979, PSYCHOL BULL, V86, P355, DOI 10.1037/0033-2909.86.2.355 WEINSTEIN CS, 1977, AM EDUC RES J, V14, P249, DOI 10.3102/00028312014003249 WEINSTEIN CS, 1979, REV EDUC RES, V49, P577, DOI 10.3102/00346543049004577 WRIGHT RJ, 1975, AM EDUC RES J, V12, P449 YELON SL, 1977, TEACHERS WORLD PSYCH TC 2 Z9 2 SN 0022-0973 PY 1982 VL 51 IS 1 BP 2 EP 7 UT WOS:A1982PQ80200001 ER PT J AU HARRISON, JA GLAUBMAN, R AF HARRISON, JA GLAUBMAN, R TI OPEN-EDUCATION IN 3 SOCIETIES SO COMPARATIVE EDUCATION REVIEW CR ARCHER Margaret, 1979, SOCIAL ORIGIN ED SYS Armytage W.H.G., 1967, AM INFLUENCE ENGLISH ATKINS, 1976, PEABODY J ED, V53, P208 ATKINS V, 1975, OPEN ED CRITIQUE ASS BACHMAN JG, 1975, J SOC ISSUES, V31, P141 BARTH RS, 1974, OPEN ED AM SCH Bentwich J. S., 1965, ED ISRAEL BLACKIE, 1979, BRIT J ED STUDIES, V27, P103 BLACKIE J, 1967, INSIDE PRIMARY SCH BRANDT RM, 1975, STUDIES OPEN ED BUSSIS AM, 1976, SURFACE CURRICULUM, P130 BUSSIS AM, 1970, ANAL APPROACH OPEN E CASPI M, 1976, BCHINUCH HAYISODI, V17, P65 Cass Joan E., 1965, ROLE TEACHER INFANT CLEGG A, 1973, OPEN CLASSROOM READE, P82 COOK A, 1972, INFORMAL SCH BRITAIN, V3 DUVANEY K, 1974, DEV OPEN ED AM EISENSTADT SN, 1970, INTEGRATION DEV ISRA EISENSTADT SN, ISRAELI IDENTITY PRO FEATHERSTONE J, 1971, SCH CHILDREN LEARN FLURRY R, 1970, OPEN ED SOURCEBOOK GARDNER DEM, 1966, EXPT TRADITION PRIMA GLAZER N, 1979, MAKING AM GROSS R, 1964, REVOLUTION SCH HALSEY AH, 1978, CHANGE BRIT SOC HARRISON JA, 1980, FORMATIVE EVALUATION Havelock R, 1971, PLANNING INNOVATION HODGESON G, 1976, AM OUR TIME HORWITZ RA, 1976, PSYCHOL EFFECTS OPEN HORWITZ RA, 1979, REV EDUC RES, V49, P71, DOI 10.3102/00346543049001071 KATZ LG, 1973, CURRENT RES PERSPECT Klein Josephine, 1965, SAMPLES ENGLISH CULT, V1 Kleinberger A. F., 1969, SOC SCH PROGR ISRAEL KOGAN, 1970, COMMUNITY CONTROL UR KOGAN M, 1971, GOVERNANCE ED LEVIN HM, 1976, LIMITS ED REFORM LEVINE G, 1976, ACTIVITY VIGOUR IDEN, P35 LOMBARD A, 1973, EARLY SCH ENGLAND IS Plowden Report, 1967, CHILDREN THEIR PRIMA, V1 RICHMOND WK, 1978, ED BRITAIN 1944, P25 Rogers E. M., 1971, COMMUNICATION INNOVA ROGERS V, 1970, TEACHING BRIT PRIMAR SEALEY L, 1977, OPEN ED STUDY SELECT SHENIN N, 1970, ANTHOLOGY YELLIN TEA, P14 SIMON RJ, 1968, RES LAW SOC, V1, P81 Smelser Neil, 1963, THEORY COLLECTIVE BE STEPHENS LS, 1974, TEACHERS GUIDE OPEN STEWART WAC, 1968, ED INNOVATORS, V2 TYACK DB, 1980, TEACH COLL REC, V81, P253 Verba Sidney, 1965, CIVIC CULTURE *VERM STAT DEP ED, 1970, OP ED SOURC WALBERG HJ, 1971, CHARACTERISTICS OPEN WEBER L, 1971, ENGLISH INFANT SCH I WHITE J, 1980, BRIT J EDUC STUD, V28, P173, DOI 10.2307/3120284 Williams Jr RM, 1970, AM SOC Zald Mayer N., 1979, DYNAMICS SOCIAL MOVE ZALTMAN G, 1977, DYNAMICS ED CHANGE ZWEIG F, 1976, NEW ACQUISITIVE SOC TC 2 Z9 2 SN 0010-4086 PY 1982 VL 26 IS 3 BP 352 EP 373 DI 10.1086/446317 UT WOS:A1982PN16000002 ER PT J AU ELLSWORTH, R AF ELLSWORTH, R TI RESEARCH ON OPEN-EDUCATION - DO WE NEED A MORATORIUM SO EDUCATION CR BARTH RS, 1971, PHI DELTA KAPPAN, V53, P97 BUSSIS AM, 1970, ANAL APPROACH OPEN E COLETTA AJ, 1975, EDUC PSYCHOL MEAS, V35, P415, DOI 10.1177/001316447503500221 CROWL TK, 1975, EDUCATION, V96, P54 DOOB HS, 1974, SUMMARY RES OPEN ED ELIAS SF, 1976, PSYCHOL SCHOOLS, V13, P226, DOI 10.1002/1520-6807(197604)13:2<226::AID-PITS2310130221>3.0.CO;2-K FRANKS DD, 1973, PHI DELTA KAPPAN, V55, P75 GROVEMAN H, 1972, CHILDHOOD ED, V49, P45 HALLINAN MT, 1976, SOCIOL EDUC, V49, P254, DOI 10.2307/2112312 KERLINGER FN, 1973, F BEHAVIORAL RES MARSHALL HH, 1972, YOUNG CHILDREN, V28, P13 NORWOOD ER, 1975, J EDUC RES, V69, P20 RAMEY CT, 1974, CHILD DEV, V45, P557 RUEDI J, 1973, PSYCHOL SCHOOLS, V10, P48, DOI 10.1002/1520-6807(197301)10:1<48::AID-PITS2310100108>3.0.CO;2-Z SEALEY L, 1976, TEACH COLL REC, V77, P615 TRAUB RE, 1972, INTERCHANGE, V3, P69, DOI 10.1007/BF02137636 WALBERG HJ, 1972, AM EDUC RES J, V9, P197 WHITE K, 1977, FORUM OPEN ED, V5, P20 WRIGHT RJ, 1975, AM EDUC RES J, V12, P449 TC 2 Z9 2 SN 0013-1172 PY 1979 VL 100 IS 2 BP 149 EP 152 UT WOS:A1979HZ91600008 ER PT J AU HANIF, M NAWAZ, M TANVEER, SA AF HANIF, M NAWAZ, M TANVEER, SA TI OPEN-EDUCATION VERSUS BACK TO BASICS - ANALYSIS OF THE ISSUES SO CONTEMPORARY EDUCATION CR ARLIN M, 1976, ELEM SCHOOL J, V76, P219, DOI 10.1086/460976 EBEL RE, 1976, CHALLENGE CHOICE CON, P19 FARRALL C, 1976, ELEM SCHOOL J, V76, P440, DOI 10.1086/461008 FITT S, 1976, ELEMENTARY SCH J, V77, P13 Gagne R.M., 1970, CONDITIONS LEARNING GIACQUINTA JB, 1976, EDUC FORUM, V40, P215, DOI 10.1080/00131727609336442 GLASER R, 1975, FUTURE ED PERSPECTIV, P121 HASSETT JD, 1972, OPEN ED ALTERNATIVES ILLICH I, 1976, CHALLENGE CHOICE CON, P405 JENNINGS W, 1977, PHI DELTA KAPPAN, V58, P568 LINDER R, 1975, ELEMENTARY SCH J, V76, P147 LUCAS C, 1976, CHALLENGE CHOICE CON MANOLAKES T, 1975, CONT AM ED ANTHOLOGY, P346 MARTIN LA, 1975, OPEN ED CRITIQUE ASS Maslow A. H., 1971, FARTHER REACHES HUMA MASON RE, 1972, CONT ED THEORY MYERS DA, 1973, OPEN ED REEXAMINED, P49 NASCA D, 1973, INSTRUCTOR, V83, P92 NEWMAN J, 1975, LEARNING, V4, P74 NUTHALL G, 1973, 2 HDB RES TEACHING, P47 PETRIE HC, 1975, PHILOSOPHY OPEN ED, P61 Rogers C. R., 1969, FREEDOM LEARN ROGERS VR, 1975, ED INNOVATION ALTERN, P5 Silberman C. E., 1973, OPEN CLASSROOM READE SIMOES A, 1976, EDUCATION, V97, P183 Skinner B. F., 1971, FREEDOM DIGNITY SKINNER BF, 1976, CHALLENGE CHOICE CON, P219 SPODEK B, 1975, STUDIES OPEN ED, P3 TUNNELL D, 1975, PHILOSOPHY OPEN ED, P14 TYLER RW, 1975, FUTURE ED PERSPECTIV, P165 VANTIL W, 1975, EDUC LEADERSHIP, V33, P8 WRIGHT RJ, 1975, AM EDUC RES J, V12, P449 TC 2 Z9 2 SN 0010-7476 PY 1979 VL 50 IS 2 BP 104 EP 109 UT WOS:A1979GG44100010 ER PT J AU HYLAND, JT AF HYLAND, JT TI OPEN-EDUCATION - SLOGAN EXAMINED SO EDUCATIONAL STUDIES CR ADELMAN C, 1975, CURRICULUM INNOVATIO, P162 BARTH RS, 1971, RADICAL PAPERS, P180 BARTH RS, 1972, OPEN ED AM SCH BARTH RS, 1969, ED PHILOS THEORY, V1, P29, DOI 10.1111/j.1469-5812.1969.tb00348.x Bennett S. N, 1976, TEACHING STYLES PUPI BERNSTEIN B, 1967, NEW SOC 0914, P351 BREMER J, 1975, MATRIX MODERN ED COCHRAN DW, 1976, J CURRICULUM STUD, V8, P61, DOI 10.1080/0022027760080107 COX CB, 1975, 1975 BLACK PAP COX CB, 1977, 1977 BLACK PAP DENTON DE, 1975, EDUC THEORY, V25, P397, DOI 10.1111/j.1741-5446.1975.tb00703.x EASTWOOD G, 1964, CANADIAN ED RES DIGE, V4, P208 FEATHERSTONE J, 1971, SCH CHILDREN LEARN HILL BV, 1975, PHILOSOPHY OPEN ED, P3 HYLAND JT, 1975, THESIS U LANCASTER KATZ LG, 1972, CURRENT RES PERSPECT KOMISAR BP, 1961, LANGUAGE CONCEPTS ED, P195 MACDONALD JB, 1975, STUDIES OPEN ED, P45 MCCLURE S, 1975, BRIT J ED TECHNOLOGY, V6, P4 MCKENIZE M, 1975, CHALLENGE INFORMAL E Perrone V., 1972, OPEN ED PROMISE PROB Peters R., 1969, PERSPECTIVES PLOWDEN PLOWDEN B, 1977, TIMES ED SUPPLE 0114, P17 PLUCKROSE H, 1975, OPEN SCH OPEN SOC Popper K. R., 1945, OPEN SOC ITS ENEMIES, V1 POSTGATE R, 1976, TIMES ED SUPPLE 0326, P32 Rathbone Charles, 1971, OPEN ED INFORMAL CLA RAZZELL A, 1968, JUNIORS POSTSCRIPT P Sadler J., 1974, CONCEPTS PRIMARY ED SCHEFFLER I, 1958, REASON TEACHING, P116 Scheffler I., 1960, LANGUAGE ED SCHEFFLER I, 1964, REASON TEACHING, P58 SEALEY L, 1976, TEACH COLL REC, V77, P615 SILBERMAN M, 1972, PSYCHOLOGY OPEN TEAC TRAUB RE, 1972, INTERCHANGE, V3, P69, DOI 10.1007/BF02137636 WALBERG HJ, 1972, AM EDUC RES J, V9, P197 TC 2 Z9 2 SN 0305-5698 PY 1979 VL 5 IS 1 BP 35 EP 41 DI 10.1080/0305569790050105 UT WOS:A1979GL77300005 ER PT J AU ELIAS, SF ELIAS, JW AF ELIAS, SF ELIAS, JW TI OPEN-EDUCATION AND TEACHER ATTITUDES TOWARD OPENNESS - IMPACT ON STUDENTS SO EDUCATION CR BARTH RS, 1972, OPEN ED AM SCH Campbell D., 1963, EXPT QUASI EXPT DESI Campbell D. T., 1963, HDB RES TEACHING, P171 CORLISS C, 1973, ED085086ERIC CORNETT JD, 1975, OPEN SCH EVALUATION DAVIDSON HH, 1960, J EXP EDUC, V29, P107 ELIAS SF, 1976, PSYCHOL SCHOOLS, V13, P226, DOI 10.1002/1520-6807(197604)13:2<226::AID-PITS2310130221>3.0.CO;2-K FARRALL C, 1976, ELEMENTARY SCH J, P440 HORWITZ RA, 1976, JUN N DAK STUD GROUP JOHNSON OG, 1971, TESTS MEASUREMENTS C KLAFF FR, 1975, J SCHOOL PSYCHOL, V13, P97, DOI 10.1016/0022-4405(75)90016-3 KOHLER PT, 1972, ED075903ERIC MAW WH, 1964, EXPLORATORY STUDY ME MINUCHIN P, 1969, PSYCHOLOGICAL IMPACT SAMPH T, 1974, ELEM SCHOOL J, V75, P37, DOI 10.1086/460869 WILSON FS, 1972, J EDUC RES, V66, P115 WRIGHT RJ, 1975, AM EDUC RES J, V12, P449 TC 2 Z9 2 SN 0013-1172 PY 1978 VL 99 IS 2 BP 208 EP 214 UT WOS:A1978GJ06700017 ER PT J AU FLETCHER, RK FAWCETT, SB AF FLETCHER, RK FAWCETT, SB TI OPEN LEARNING CENTER FOR LOW-INCOME ADULTS SO EDUCATIONAL TECHNOLOGY CR DOUGLAH M, 1970, ADULT ED, V20, P88, DOI 10.1177/074171367002000202 FAWCETT SB, 1977, J APPL BEHAV ANAL, V10, P739, DOI 10.1901/jaba.1977.10-739 FLETCHER RK, 1977, AUG AM PSYCH ASS CON KELLER FS, 1968, J APPL BEHAV ANAL, V1, P79, DOI 10.1901/jaba.1968.1-79 LONDON J, 1970, ADULT ED, V20, P140, DOI 10.1177/074171367002000302 MATHEWS RM, 1977, J APPL BEHAV ANAL, V10, P747, DOI 10.1901/jaba.1977.10-747 PUDER WH, 1968, ADULT ED J, V18, P81, DOI 10.1177/074171366801800202 SAMUELS F, 1975, ADULT LEADERSHIP, V24, P68 WEAVER FH, 1975, BEHAVIOR RESEARCH TE, P168 TC 2 Z9 2 SN 0013-1962 PY 1978 VL 18 IS 11 BP 55 EP 59 UT WOS:A1978FW75000015 ER PT J AU MYERS, DA DUKE, DL AF MYERS, DA DUKE, DL TI OPEN-EDUCATION AS AN IDEOLOGY SO EDUCATIONAL RESEARCH CR ANDREAE J, UNPUBLISHED PAPER BARTH RS, 1971, PHI DELTA KAPPAN, V53, P97 BLACKIE J, 1967, INSIDE PRIMARY SCH BREMMER M, 1970, BLACK PAPER 3, P126 Brown M., 1968, INTEGRATED DAY PRIMA BUSSIS AM, 1970, ANALYSIS APPROACH OP CORWIN RG, 1968, THEORY PRACTICE, V7, P96 DENISON G, 1969, LIVES CHILDREN STORY ETZIONI A, 1964, SOCIAL CHANGE SOURCE, P489 Etzioni A., 1966, STUDIES SOCIAL CHANG FEATHERSTONE J, 1971, SCH WHERE CHILDREN L HALL RH, 1968, AM SOCIOLOGICAL REV, V33, P97 HAPGOOD M, 1971, SATURDAY REV 0918, P68 HERTZ A, 1970, REV INT SOCIOLOGIE, V6, P216 JACKSON PW, 1968, LIFE CLASSROOMS, P143 JACKSON PW, 1971, IMPROVING IN SERVICE, P29 JOHNSON M, 1972, MAY OP ED C STAT U N, P6 KLEIN DC, 1969, COMMUNITY DYNAMICS M KOZOL J, 1972, SATURDAY REV, V55, P52 KOZOL J, 1972, RAMPARTS, V11, P41 LAPALOMBARA J, 1968, END IDEOLOGY DEBATE PIVEN FF, 1969, TRANS-ACT-SOC SCI MO, V7, P24 PIVEN FF, 1969, TRANSACTION, V7, P55 RATHBONE CH, 1972, SCH REV, V50, P521 RATHBONE CH, 1971, OPEN EDUCATION INFOR ROGERS V, 1970, TEACHING BRIT PRIMAR Sarason S. B., 1971, CULTURE SCH PROBLEM SMITH LM, 1971, ANATOMY EDUCATIONAL, P367 STINCHCOMBE AL, 1965, HDB ORG, P148 WALBERG HJ, 1972, AM EDUC RES J, V9, P197 WAYLAND SR, 1962, CURRICULUM CROSSROAD, P41 WEBER L, 1971, ENGLISH INFANT SCH I WITTLIN AS, 1963, DAEDALUS J AM ACADEM, V92, P761 1971, ELEMENTARY SCH APPRA TC 2 Z9 2 SN 0013-1881 PY 1977 VL 19 IS 3 BP 227 EP 235 DI 10.1080/0013188770190308 UT WOS:A1977DM41700008 ER PT J AU MORSE, PS AF MORSE, PS TI OPEN-EDUCATION - WHERE ARE WE NOW SO PEABODY JOURNAL OF EDUCATION CR BARTH RS, 1971, BIBLIOGRAPHY OPEN ED, pR2 MORSE PS, 1973, RESEARCH EDUCATI FEB, P17 TC 2 Z9 2 SN 0031-3432 PY 1976 VL 53 IS 4 BP 303 EP 307 UT WOS:A1976BY11400013 ER PT J AU DENTON, DE AF DENTON, DE TI OPEN EDUCATION - SEARCH FOR A NEW MYTH SO EDUCATIONAL THEORY CR Bachelard Gaston, 1969, POETICS SPACE BROWN GI, 1971, HUMAN TEACHING HUMAN CAMPBELL D, 1971, P OHIO VALLEY PHILOS, P57 CASSIRER E, 1944, ESSAY MAN, P73 DENTON D, 1972, PROCEEDINGS, P2 DENTON D, 1972, EXISTENTIAL REFLECTI, P25 DENTON DE, 1970, LANGUAGE ORDINARY EX ECKSTEIN J, 1968, PLATONIC METHOD FANTINI M, 1974, PHI DELTA KAPPAN FEB, P400 GREER M, 1972, WILL REAL TEACHER PL HANNA T, 1970, BODIES REVOLT PRIMER HOLT J, 1972, FREEDOM BEYOND HOLT J, 1967, HOW CHILDREN LEARN KIRBY M, 1969, ART TIME ESSAYS AVAN, P78 Kohl H. B., 1969, OPEN CLASSROOM KOPP SB, 1971, GURU METAPHORS PSYCH KWANT RC, 1969, PHENOMENOLOGY EXPRES MARITAIN J, 1943, EDUCATION CROSSROADS Novak M., 1970, EXPERIENCE NOTHINGNE PATTERSON CH, 1973, HUMANISTIC EDUCATION Reich Charles, 1971, GREENING AM Rogers C., 1964, BEHAV PHENOMENOLOGY, P109 Roszak T., 1969, MAKING COUNTER CULTU SCOTT N, 1971, WILD PRAYER LONGING, pCH2 SMITH M, 1974, PHI DELTA KAPPAN FEB, P390 VANDENBERG D, 1971, BEING EDUCATION WEINSTEIN G, 1970, HUMANISTIC EDUCATION WHEELWRIGHT P, 1962, METAPHOR REALITY, P57 WOOD B, 1970, MAGNIFICENT FROLIC, P134 YOLTON J, 1962, THINKING PERCEIVING, P37 TC 2 Z9 2 SN 0013-2004 PY 1975 VL 25 IS 4 BP 397 EP 406 DI 10.1111/j.1741-5446.1975.tb00703.x UT WOS:A1975BH65300007 ER PT J AU JOHNSON, DW JOHNSON, RT AF JOHNSON, DW JOHNSON, RT TI GOAL STRUCTURES AND OPEN EDUCATION SO JOURNAL OF RESEARCH AND DEVELOPMENT IN EDUCATION CR Allport G. W., 1954, NATURE PREJUDICE ALMACK JC, 1930, ED RES B, V9, P2 ANDERSON HH, 1939, GENETIC PSYCHOLOGY M, V21, P357 ARMINGTON D, 1972, OPEN ED SOURCEBOOK P, P63 Asch SE, 1952, SOCIAL PSYCHOLOGY ATKINSON JW, 1965, LEARNING ED PROCESS, P25 BELL GB, 1954, J ABNORM SOC PSYCH, V49, P156, DOI 10.1037/h0053927 BELLANGER, 1970, THESIS HARVARD U BERKOWITZ L, 1963, J ABNORM PSYCHOL, V66, P429, DOI 10.1037/h0049250 BLAKE R, 1962, INTERGROUP RELATIONS, P94 Blake Roger R., 1961, J CONFLICT RESOLUT, V5, P304, DOI 10.1177/002200276100500307 Blau PM, 1954, AM J SOCIOL, V59, P530, DOI 10.1086/221438 BURNSTEIN E, 1962, J PERS, V30, P528, DOI 10.1111/j.1467-6494.1962.tb01687.x Chapman JC, 1917, J EDUC PSYCHOL, V8, P469, DOI 10.1037/h0070691 CLAYTON D, 1964, BALANCE SHEET DEC CLIFFORD MM, 1971, J EXPTL EDUCATION, V39 COHEN E, UNPUBLISHED MANUSCRI COLEMAN J, 1959, HARVARD EDUC REV, V29, P339 COLEMAN JS, 1972, PSYCHOL TODAY, V5, P72 CROMBAG HF, 1966, J PERS SOC PSYCHOL, V4, P692, DOI 10.1037/h0023994 DEUTCH M, 1960, HUM RELAT, P123 Deutsch M., 1962, NEBRASKA S MOTIVATIO, P275 Deutsch M., 1962, J CONFLICT RESOLUT, V6, P52, DOI 10.1177/002200276200600107 Deutsch M, 1949, HUM RELAT, V2, P199, DOI 10.1177/001872674900200301 Deutsch M, 1958, J CONFLICT RESOLUT, V2, P265, DOI DOI 10.1177/002200275800200401 Deutsch M, 1949, HUM RELAT, V2, P129, DOI 10.1177/001872674900200204 DEVRIES DL, 1972, 173 JOHNS HOPK U CTR DEVRIES DL, 1971, 120 JOHNS HOPK U CTR DEVRIES DL, 1972, 142 JOHNS HOPK U CTR DUNN RE, 1966, J SOC PSYCHOL, V68, P299 DYMOND RF, 1952, J CONSULTING PSYCHOL, V16, P202 DYMOND RF, 1950, J CONSULT PSYCHOL, V14, P343 Edwards K. J., 1972, SIMULATION GAMES, V3, P247, DOI 10.1177/104687817200300301 EDWARDS KJ, 1972, 147 JOHNS HOPK U CTR FAY AS, 1970, THESIS GEORGE PEABOD FEATHERSTONE J, 1967, NEW REPUBLIC 0909 FEATHERSTONE J, 1967, NEW REPUBLIC 0902 FEATHERSTONE J, 1967, NEW REPUBLIC 0810 FLAVELL JH, 1968, DEVELOPMENT ROLE TAK FRENCH JRP, 1951, GROUPS LEADERSHIP ME, P44 GLASSER W, 1969, SCH WITHOUT FAILURE GORANSON RE, 1966, J PERS SOC PSYCHOL, V3, P227, DOI 10.1037/h0022895 GOTTHEIL E, 1955, SOCIOMETRY, V18, P132, DOI 10.2307/2785999 GOTTLIEB D, 1965, INTEGRATED EDUCATION, V3 GROSSACK MM, 1954, J ABNORM SOC PSYCH, V49, P341, DOI 10.1037/h0054490 GURNEE H, 1968, J EXP SOC PSYCHOL, V4, P26, DOI 10.1016/0022-1031(68)90047-4 HAINES DB, 1967, J EDUC PSYCHOL, V58, P386, DOI 10.1037/h0020046 HAMBLIN RL, 1971, HUMANIZATION PROCESS HAMMOND LK, 1961, SOCIOMETRY, V24, P46, DOI 10.2307/2785928 HEIDER F, 1958, PSYCHOLOGY INTERPERS Holt J., 1964, HOW CHILDREN FAIL Hurlock EB, 1927, J ABNORM SOC PSYCH, V22, P278, DOI 10.1037/h0071601 Husband RW, 1940, J SOC PSYCHOL, V11, P405 ILLICH I, 1971, DESCH SOC Jackson P. W., 1968, LIFE CLASSROOMS Johnson D. W., 1972, REACHING OUT INTERPE JOHNSON DJ, IN PRESS JOHNSON DL, UNPUBLISHED REPORT JOHNSON DW, 1972, J EXP SOC PSYCHOL, V8, P197, DOI 10.1016/S0022-1031(72)80001-5 JOHNSON DW, 1969, J APPL BEHAV SCI, V5, P9, DOI 10.1177/002188636900500102 JOHNSON DW, 1973, ELEM SCHOOL J, V73, P306, DOI 10.1086/460771 JOHNSON DW, 1975, USE COOPERATIVE COMP Johnson DW, 1971, INT J GROUP TENSIONS, V1, P318 JOHNSON DW, 1975, BUILDING EFFECTIVE G JOHNSON DW, 1973, CONTEMPORARY SOCIAL JOHNSON DW, 1974, EVALUATING SCH PERFO JOHNSON DW, 1970, SOCIAL PSYCHOLOGY ED JOHNSON RT, 1973, PERCEPTIONS PREFEREN JOHNSON RT, 1972, COOPERATION ELEMENTA JOHNSON RW, IN PRESS JOHNSON S, 1972, HUM RELAT, V25, P121, DOI 10.1177/001872677202500202 JONES SC, 1964, J ABNORM SOC PSYCH, V68, P313, DOI 10.1037/h0042378 JULIAN JW, 1967, SOCIOMETRY, V30, P79, DOI 10.2307/2786440 KAGAN J, 1965, DAEDALUS SUM, P553 KAGAN S, 1972, J PERS SOC PSYCHOL, V24, P214, DOI 10.1037/h0033340 KAGAN S, 1971, DEV PSYCHOL, V5, P32, DOI 10.1037/h0031080 KATZ I, 1960, J ABNORM SOC PSYCH, V61, P448, DOI 10.1037/h0043665 KATZ I, 1958, HUM RELAT, V11, P123, DOI 10.1177/001872675801100203 KOGAN N, 1967, NEW DIRECTIONS PSYCH, V111, P224 Kohl H. B., 1969, OPEN CLASSROOM Kohlberg L, 1969, HDB SOCIALIZATION TH, P347 KOZOL J, 1972, RAMPARTS, V11, P38 KRAUSS RM, 1966, J EXP SOC PSYCHOL, V2, P42, DOI 10.1016/0022-1031(66)90005-9 KRAUSS RM, 1966, J PERS SOC PSYCHOL, V4, P572, DOI 10.1037/h0023899 KRUGMAN SF, 1944, J EDUCATIONAL PSYCHO, V35, P91 LAUGHLIN PR, 1967, J SOCIAL PSYCHOL, V7, P498 LEONARD GB, 1968, EDUCATION ECSTACY Lewin K., 1935, DYNAMIC THEORY PERSO LUPFER M, 1971, J CONFLICT RESOLUT, V15, P385, DOI 10.1177/002200277101500309 MADSEN MC, 1967, PSYCHOL REP, V20, P1307 MADSEN MC, 1971, J CROSS CULT PSYCHOL, V2, P365, DOI 10.1177/002202217100200406 MADSEN MC, 1970, DEV PSYCHOL, V3, P16, DOI 10.1037/h0029407 MADSEN MC, 1973, CHILD DEV, V44, P175 Mailer J., 1929, COOPERATION COMPETIT MCCLINTO.CG, 1967, J PERS SOC PSYCHOL, V5, P282, DOI 10.1037/h0024305 Mead G. H., 1934, MIND SELF SOC MILLER AG, 1972, CHILD DEV, V43, P1104, DOI 10.1111/j.1467-8624.1972.tb02069.x MILLER LK, 1963, AM SOCIOL REV, V28, P768, DOI 10.2307/2089914 MYCOCK MA, 1970, TEACHING BRIT PRIMAR, P34 MYERS A, 1962, J ABNORM PSYCHOL, V65, P325, DOI 10.1037/h0046513 MYERS AE, 1962, 14 U ILL GROUP EFF R NAUGHT G, 1966, PSYCHON SCI, V6, P519 Neill A. S, 1960, SUMMERHILL NELSON LL, 1970, THESIS U MICROFILMS NELSON LL, 1972, PSYCHOL TODAY, V6, P53 NESBITT M, 1967, PUBLIC SCH TOMORROW OCONNELL EJ, 1965, J EXP SOC PSYCHOL, V1, P172, DOI 10.1016/0022-1031(65)90044-2 PHILLIPS BN, 1954, THESIS INDIANA U PHILLIPS BN, 1956, J EDUC PSYCHOL, V47, P65, DOI 10.1037/h0043773 Piaget J, 1948, MORAL JUDGMENT CHILD PLOWDEN LB, 1967, CHILDREN THEIR PRIMA RATHBONE CH, 1970, THESIS HARVARD U RAVEN BH, 1963, J ABNORM PSYCHOL, V67, P307, DOI 10.1037/h0047597 ROGERS V, 1970, TEACHING BRIT PRIMAR ROSE G, 1956, J GENET PSYCHOL, V89, P277 ROTHENBERG BB, 1970, DEV PSYCHOL, V2, P335, DOI 10.1037/h0029175 Russell B., 1958, CONQUEST HAPPINESS RYAN FL, 1973, FEB AM ED RES ASS M SARGENT B, 1970, INTEGRATED DAY AM SC SECORD PF, 1964, SOCIOMETRY, V27, P115, DOI 10.2307/2785710 SHAPIRA A, 1969, CHILD DEV, V40, P609, DOI 10.1111/j.1467-8624.1969.tb04525.x SHAW M E, 1958, J Pers, V26, P155, DOI 10.1111/j.1467-6494.1958.tb01577.x Sherif M., 1966, COMMON PREDICAMENT SHERIF M, 1953, GROUP HARMONY TENSIO Silberman C., 1971, CRISIS CLASSROOM SMITH AJ, 1957, J PSYCHOL, V43, P193 Sorokin PA, 1930, AM J SOCIOL, V35, P765, DOI 10.1086/215194 SPILERMA.S, 1971, SOCIOL EDUC, V44, P103, DOI 10.2307/2111965 STAUB E, 1971, J PERS SOC PSYCHOL, V17, P137, DOI 10.1037/h0030357 STENDLER C, 1951, J GENET PSYCHOL, V79, P173 SWINGLE PG, 1967, J PERS SOC PSYCHOL, V5, P357, DOI 10.1037/h0024306 THELEN HA, 1970, SCH REV, P391 THOMAS EJ, 1957, HUM RELAT, V10, P347, DOI 10.1177/001872675701000404 TRIPLETT N, 1897, AM J PSYCHOL, V9, P507 TSENG SC, 1969, THESIS COLUMBIA U UEJIO CK, 1967, PSYCHOL REP, V20, P563 WALBERG HJ, 1971, CHARACTERISTICS OPEN WALTON E, 1971, INTEGRATED DAY THEOR WATSON G, 1972, SOCIAL PSYCHOLOGY IS Weingartner C., 1969, TEACHING SUBVERSIVE WHEELER RC, 1972, THESIS U MINNESOTA WILHELMS FT, 1970, INDIVIDUALIZATION IN WITTE P, 1972, THESIS WASHINGTON U WODARSKI JA, 1971, EFFECTS INDIVIDUAL G WODARSKI JS, 1973, J APPL SOC PSYCHOL, V3, P276, DOI 10.1111/j.1559-1816.1973.tb02803.x YUKER H E, 1955, J Abnorm Psychol, V51, P17, DOI 10.1037/h0046464 ZAJONC R, 1967, PSYCHON SCI, V7, P271 TC 2 Z9 2 SN 0022-426X PY 1974 VL 8 IS 1 BP 30 EP 46 UT WOS:A1974U701900005 ER PT J AU Kelly, H AF Kelly, Hope TI A Path Analysis of Educator Perceptions of Open Educational Resources Using the Technology Acceptance Model SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Open educational resources (OER) are making their way into a variety of educational contexts from formal lesson planning to just in time learning. Educators and training professionals have been recognized as an important audience for these materials. The concepts of self-efficacy and outcome judgment from social cognitive learning theory serve as theoretical constructs to measure educator perceptions of OER. This study uses a path analysis, based on the technology acceptance model, to understand adoption of these resources by this audience with a particular emphasis on self-efficacy. Among the participants, three main groups were identified: K-12 educators, higher education professionals, and those involved in workplace training. A discriminant function analysis found that K-12 educators stood out as finding OER relevant to improving their practice. Recommendations are made in regards to an emphasis on easy to use designs to improve application self-efficacy of OER and instructional messaging for future K-12 educators. CR ADAMS DA, 1992, MIS QUART, V16, P227, DOI 10.2307/249577 Ally M., 2006, J DISTANCE ED, V21, P44 Hasson D., 2005, International Electronic Journal of Health Education, V8, P178 Atkins D. E., 2007, REV OPEN ED RESOURCE BANDURA A, 1982, AM PSYCHOL, V37, P122, DOI 10.1037//0003-066X.37.2.122 BANDURA A, 1989, AM PSYCHOL, V44, P1175, DOI 10.1037/0003-066X.44.9.1175 Bandura A, 1977, SOCIAL LEARNING THEO Barabasi Albert-Laslo, 2002, LINKED NEW SCI NETWO Clements KI, 2012, J COMPUT ASSIST LEAR, V28, P4, DOI 10.1111/j.1365-2729.2011.00450.x Compeau D, 1999, MIS QUART, V23, P145, DOI 10.2307/249749 Cook T. D., 1979, QUASIEXPERIMENTATION Creative Commons, 2013, OER POL REG Davis F. D., 1989, MIS Q, V13, P318, DOI DOI 10.2307/249008 Davis FD, 1996, INT J HUM-COMPUT ST, V45, P19, DOI 10.1006/ijhc.1996.0040 Florida Distance Learning Consortium, 2013, OP ACC TXB OER LEG P HENDRICKSON AR, 1993, MIS QUART, V17, P227, DOI 10.2307/249803 Hylen J., 2006, P OP ED 2006 COMM CU, P49 Lau SH, 2009, BRIT J EDUC TECHNOL, V40, P1059, DOI 10.1111/j.1467-8535.2008.00893.x Liyanagunawardena T., 2013, INT REV RES OPEN DIS, V14 Mangan K., 2012, CHRONICLE HIGHER ED Moore G. C., 1996, Diffusion and Adoption of Information Technology. Proceedings of the First IFIP WG 8.6 Working Conference on the Diffusion and Adoption of Information Technology MURPHY CA, 1989, EDUC PSYCHOL MEAS, V49, P893, DOI 10.1177/001316448904900412 Read M., 2008, CULTURAL ED DRIVERS Rogers E., 1995, DIFFUSION INNOVATION Schmidt-Jones CA, 2012, INT REV RES OPEN DIS, V13, P1 Schonfeld R., 2010, FACULTY SURVEY 2009 SEGARS AH, 1993, MIS QUART, V17, P517, DOI 10.2307/249590 Stevens J. P., 2012, APPL MULTIVARIATE ST Suhr D., 2008, W US SAS SOFTW C P United Nations Educational Scientific and Cultural Organization, 2012, 2012 PAR OER DECL Wiley D., 2008, HDB RES ED COMM TECH Wright S. S., 1921, J AGR RES, V20, P557 Yi MY, 2003, INT J HUM-COMPUT ST, V59, P431, DOI [10.1016/S1071-5819(03)00114-9, 10.1016/S0171-5819(03)00114-9] TC 1 Z9 1 SN 1492-3831 PY 2014 VL 15 IS 2 BP 26 EP 42 UT WOS:000342405900003 ER PT J AU Tan, E AF Tan, Elaine TI Informal learning on YouTube: exploring digital literacy in independent online learning SO LEARNING MEDIA AND TECHNOLOGY AB The focus of this paper is a project conducted in 2011, exploring the use of YouTube in the classroom. The project conducted a number of focus groups for which highlighted a number of issues surrounding independent informal learning environments. The questions posed by this research are concerned with what constitutes learning in these spaces; how valid this is perceived to be by the students and how they engage with materials in this space. A question also posed was how cognisant the students are of their learning in these spaces and how they perceive the efficacy of the materials to support and enhance their learning. The research uncovered how the students interacted with each other in these informal spaces and the role that YouTube video content plays in community formation and supporting informal peer learning. The nature of informal learning spaces being that their focus being not solely of education, but also of entertainment leads to a variation in quality, reliability and suitability of content. The research also explored the students' digital literacy, uncovering the strategies used to first navigate in these spaces and then critically engage, analyse and assess materials that they may find. CR Boekaerts M., 1999, INT J ED RES, V31, P533, DOI DOI 10.1016/S0883-0355(99)00020-8 Boyd P., 2007, DEV EFFECTIVE ASSESS Carrington V., 2005, POPULAR CULTURE NEW, P10 Charlton T., 2009, COMPUTER SCI ED, V19, P273 Chau C., 2010, NEW DIRECTIONS YOUTH, V128, P65 Conole G., 2004, ALT J RES LEARNING T, V12, P113, DOI DOI 10.1080/0968776042000216183 Dobson Teresa M., 2009, CAMBRIDGE HDB LITERA, P286, DOI 10.1017/CBO9780511609664.017 Downes Stephen, 2010, Journal of Emerging Technologies in Web Intelligence, V2, DOI 10.4304/jetwi.2.1.27-33 Goodfellow R, 2011, TEACH HIGH EDUC, V16, P131, DOI 10.1080/13562517.2011.544125 Goodwin K., 2010, CURR TECHN TRANSF UN Gray K, 2010, MED TEACH, V32, P971, DOI 10.3109/0142159X.2010.497826 Ham L., 2011, 2011 ICONFERENCE SEA Hemmi A, 2009, J COMPUT ASSIST LEAR, V25, P19, DOI 10.1111/j.1365-2729.2008.00306.x Kabilan MK, 2010, INTERNET HIGH EDUC, V13, P179, DOI 10.1016/j.iheduc.2010.07.003 Land R, 2005, ED CYBERSPACE, P165 Lange Patricia G, 2008, J COMPUT-MEDIAT COMM, V13, P361, DOI [10.1111/j.1083-6101.2007.00400.x, DOI 10.1111/J.1083-6101.2007.00400.X] Lea MR, 2011, STUD HIGH EDUC, V36, P377, DOI 10.1080/03075071003664021 Lotherington H, 2011, ANNU REV APPL LINGUI, V31, P226, DOI 10.1017/S0267190511000110 Madge C, 2009, LEARN MEDIA TECHNOL, V34, P141, DOI 10.1080/17439880902923606 O'Reilly T., 2011, WHAT IS WEB 2 0 DESI Pearce N., 2013, USING SOCIAL MEDIA E, P132 Richards D, 2008, BRIT J GUID COUNS, V36, P81, DOI 10.1080/03069880701715671 Selwyn N, 2009, LEARN MEDIA TECHNOL, V34, P157, DOI 10.1080/17439880902923622 TC 1 Z9 1 SN 1743-9884 EI 1743-9892 PD DEC 1 PY 2013 VL 38 IS 4 SI SI BP 463 EP 477 DI 10.1080/17439884.2013.783594 UT WOS:000325602100006 ER PT J AU Knox, J AF Knox, Jeremy TI Five critiques of the open educational resources movement SO TEACHING IN HIGHER EDUCATION AB This paper will review existing literature on Open Educational Resources (OER). It is intended to examine and critique the theories which underpin the promotion of OER in higher education, not provide guidance on their implementation. (1) I will introduce the concepts of positive and negative liberty to suggest an under-theorisation of the term open'. (2) OER literature will be shown to endorse a two-tiered system, in which the institution is both maintained and disaggregated. (3) I will highlight a diminishing of the role of pedagogy within the OER vision and the promotion of a learner-centred model for education. (4) This stance will be aligned with humanistic assumptions of unproblematic self-direction and autonomy. (5) I will discuss the extent to which the OER movement aligns itself with economically orientated models of the university. I offer these critiques as a framework for the OER movement to develop as a theoretically rigorous area of scholarship. CR Adler R. P., 2008, EDUCAUSE REV, V43, P16 Berlin I., 1969, 4 ESSAYS LIBERTY, P155 Caswell T., 2008, THE INTERNATIONAL RE, V9, P1 Conole G, 2012, DISTANCE EDUC, V33, P131, DOI 10.1080/01587919.2012.700563 Downes S., 2007, INTERDISCIPLINARY J, V3, P29 Duval E, 2010, IEEE T LEARN TECHNOL, V3, P83, DOI 10.1109/TLT.2010.11 Ehiyazaryan E., 2012, J INTERACTIVE MEDIA, V2012 Foucault M., 1979, DISCIPLINE PUNISH BI Foucault M., 1988, TECHNOLOGIES SELF SE, P16 Gaskell A., 2009, OPEN LEARNING J OPEN, V24, P1, DOI 10.1080/02680510802625419 Johnstone S. M., 2005, EDUCAUSE Q, V28, P15 Lemke T, 2001, ECON SOC, V30, P190, DOI 10.1080/03085140122085 Marshall J., 1996, M FOUCAULT PERSONAL Marshall J. D., 1990, FOUCAULT ED DISCIPLI, P11 Olssen Mark, 2005, EDUC PHILOS THEORY, V37, P365, DOI 10.1111/j.1469-5812.2005.00127.x Richter T, 2012, DISTANCE EDUC, V33, P201, DOI 10.1080/01587919.2012.692068 Rose N., 1989, GOVERNING SOUL SHAPI Sorensen E. K., 2011, EUROPEAN J OPEN DIST Taylor J. C., 2007, E J INSTRUCTIONAL SC, V10 Usher R., 1994, POSTMODERNISM ED DIF Usher R, 2005, BRIT J GUID COUNS, V33, P397, DOI 10.1080/03069880500179640 Walkerdine V., 1986, FEMINIST SOCIAL PSYC, P51 Wiley D., 2009, INT REV RES OPEN DIS, V10, P1 Wiley D., 2006, COMMUNICATION Wiley D., 2010, OPEN LEARNING J OPEN, V25, P37, DOI [10.1080/02680510903482132, DOI 10.1080/02680510903482132] TC 1 Z9 1 SN 1356-2517 EI 1470-1294 PD NOV 1 PY 2013 VL 18 IS 8 BP 821 EP 832 DI 10.1080/13562517.2013.774354 UT WOS:000326370500001 ER PT J AU Todhunter, B AF Todhunter, Barrie TI LOL - limitations of online learning - are we selling the open and distance education message short? SO DISTANCE EDUCATION AB The thesis of this paper is that the open and distance education sector is based on a framework of terminology that is typologically inconsistent and which lacks clarity, and open and distance education teaching and learning models are examined to explore these concerns. The findings of this analysis are then used to assist in the articulation of a strategic direction for a regional dual-mode Australian university and to identify appropriate branding for its off-campus model of education. Concerns are raised as to the appropriateness of an "online" message to prospective students given possible adverse perceptions of a learning environment that may not align with the needs and expectations of distance learners. CR Aggarwal A., 2000, EV DIST ED PROGR AMIDEAST, 2013, EV DIST ED PROGR Anderson N., 2000, ED MED 2000 MONTR CA Anderson T, 2010, INT REV RES OPEN DIS, V12, P80 Austrade, 2013, ED CHIN Backroad Connections Pty Ltd, 2005, DEF KEY TERMS US E L Barrie S., 1996, DIFF APPR THEOR PRAC Bates A., 1991, NEVER TOO FAR, V16, P5 Beattie K, 1997, HIGH EDUC, V33, P177, DOI 10.1023/A:1002991406703 Bolliger DU, 2009, DISTANCE EDUC, V30, P103, DOI 10.1080/01587910902845949 Boulton J., 2002, WEB BASED DISTANCE E Campbell J. O., 1997, Journal of Computing in Higher Education, V9, DOI 10.1007/BF02948779 Caruth G. D., 2013, TURKISH ONLINE J DIS, V14, P141 Caswell T., 2008, INT REV RES OPEN DIS, V9 Centre for the Study of Higher Education, 2002, ASS LEARN AUSTR U ID Connelly G., 2001, VOCATIONAL ED TRAINI, V53, P181 Daniel J., 2012, J INTERACTIVE MEDIA, V3 Dawkins J., 1988, FINANCIAL REV Dodd T., 2012, FINANCIAL REV Educause, 2011, INTERNET HIGHER ED Ginns P., 2007, Internet and Higher Education, V10, DOI 10.1016/j.iheduc.2006.10.003 Encyclop&AELIG;dia Britannica Inc, 2013, EDUCAUSE LEARNIN NOV Erdos R. F., 1986, INTERNET HIGHER ED, V61 Ernst & Young, 2012, INTERNET HIGHER ED Forsyth H, 2010, HIGH EDUC RES DEV, V29, P15, DOI 10.1080/07294360903421350 Garrison D., 1997, INTERNET HIGH EDUC, V12, P3 Goodyear P., 2001, NETWORKED LEARNING H Gourly B., 2009, OPEN LEARNING J OPEN, V24, P57, DOI DOI 10.1080/02680510802627845 Hagel P., 2006, DISTANCE EDUC, V27, P283, DOI [10.1080/01587910600940398, DOI 10.1080/01587910600940398] Hanna D. E., 2002, OPEN LEARNING, V17, P203, DOI 10.1080/0268051022000048219 Hannay M., 2006, J ONLINE LEARNING TE, V2, P1 Herrington J., 1999, Journal of Educational Multimedia and Hypermedia, V8 Higgins K., 2011, DEHUB OP DIST LEARN Hitt J. C., 2002, DISTRIBUTED ED CHALL Holmberg B., 1989, CONCEPTS APPL DISTAN Holmberg B., 1994, ZIFF PAPIERE, V92 Howland J. L., 2002, DISTANCE EDUC, V23, P183, DOI 10.1080/0158791022000009196 IQPC Australia, 2012, WILL BLEND LEARN MOD Jonassen D., 2003, DESIGNING CONSTRUCTI Katz L. G., 1972, RES OPEN ED PROBLEMS Kearsley G., 1999, ENGAGEMENT THEORY DI Keegan D., 1996, FDN DISTANCE ED KPMG Consulting Australia & LifeLong Learning Associates, 2002, EV AUSTR FLEX LEARN Kreijns K., 2002, OPEN LEARNING, V5 Kretovics M., 2002, OPEN LEARNING, V3, P1 Lake D., 1999, OPEN LEARNING, V14, P14, DOI 10.1080/0268051990140304 Jung I, 2012, OPEN FLEX LEARN SER, P1 Laurillard D., 2008, OPENING ED COLLECTIV, P319 Lave J., 1991, SITUATED LEARNING LE Lea M. R., 2002, DISTRIBUTED LEANRING Lockee B., 2011, 27 ANN C DIST TEACH Lund C., 1998, PLANN PROGR PARTN PR McDonald J., 1999, AUSWEB 99 5 AUSTR WO McLoughlin C., 2002, DISTANCE EDUC, V23, P149, DOI DOI 10.1080/0158791022000009178 McLoughlin C., 2003, WORLD C ED MULT HYP Moore M., 1993, THEORY TRANSACTIONAL Moore MG, 1989, AM J DISTANCE ED, V3, P1, DOI DOI 10.1080/08923648909526659 Morgan C. K., 1999, DISTANCE EDUC, V20, P96, DOI 10.1080/0158791990200108 Morgan T., 2009, INT REV RES OPEN DIS, V10 Muilenburg L. Y., 2005, DISTANCE EDUC, V26, P29, DOI DOI 10.1080/01587910500081269 Mulder F., 2006, PRESENTATIONS NATALS Natale C. F., 2011, TEACHING WORLD VIRTU Oliver M., 2000, DEV EVALUATING COURS Osguthorpe R. T., 2003, Q REV DISTANCE ED, V4, P227 Oxford Dictionaries, 2013, ANT Oxford Dictionaries, 2013, CHRONICLE HIGHER ED Parry M, 2009, CHRONICLE HIGHER ED Picciano A. G., 2006, J THOUGHT, V41, P75 Pollard E., 2001, 376 I EMPL STUD Richardson J., 2000, RES STUDENT LEARNING Roberts D., 2000, DIST ED OP QUEST INT Rodriguez C. O, 2013, TURKISH ONLINE J DIS, V14, P66 Sadler-Smith E, 2004, BRIT J EDUC TECHNOL, V35, P395, DOI 10.1111/j.0007-1013.2004.00399.x Schlosser L. A., 2009, DISTANCE ED DEFINITI Scott G., 2006, ACCESSING STUDENT VO Sims R., 2003, DISTANCE EDUC, V24, P87, DOI DOI 10.1080/01587910303050 Skiba Diane J, 2012, Nurs Educ Perspect, V33, P416 Smart K., 2006, J INF TECHNOL, V5, P201 Soutar G. N., 2002, INT J ED MANAGEMENT, V16, P40, DOI DOI 10.1108/09513540210415523 Spencer B., 1995, J DISTANCE ED REV EN, V10, P87 Steeples C, 2002, COMP SUPP COMP W SER, P323 Steeples C., 2002, NETWORKED LEARNING P Tait A., 2000, OPEN LEARNING, V15, P287, DOI DOI 10.1080/713688410 Taylor J. C., 2001, 20 ICDE WORLD C DUSS The Open University, 2013, HIST OU Thomas J., 2012, DRAFT STRATEGIC PLAN Tight M., 1993, OPEN U BRIT TRADITIO Tucker B., 2012, ED NEXT, V12, P82 University of Southern Queensland, 2013, POSTGR INT WORKSH University of Southern Queensland, 2013, WHAT IS ONL STUD University of Southern Queensland, 2013, ACCR AW University of Southern Queensland, 2013, CAMP MAPS University of Southern Queensland, 2013, USQ HIST Willems J., 2005, DISTANCE EDUC, V26, P429, DOI [10.1080/01587910500291579, DOI 10.1080/01587910500291579] TC 1 Z9 1 SN 0158-7919 EI 1475-0198 PD AUG 1 PY 2013 VL 34 IS 2 SI SI BP 232 EP 252 DI 10.1080/01587919.2013.802402 UT WOS:000324360900008 ER PT J AU Amiel, T AF Amiel, Tel TI Identifying Barriers to the Remix of Translated Open Educational Resources SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Remix is touted as one of the most important practices within the field of open educational resources (OER). But remixing is still not mainstream practice in education and the barriers and limitations to remix are not well known. In this article we discuss the design and development of a print and web-based booklet created to introduce the topic of OER to schoolteachers. The guide, the first of its kind available in Portuguese, was created through the remix and translation of existing resources available in English. Choosing design-as-remix raised a series of concerns related to licensing, attribution, context, and technical standards. In this article we review the concerns related to culture and inequity within the OER movement, followed by the design choices and procedures, and finally the implications of these issues for the open educational resources movement. CR Agostinho S., 2005, J INTERACTIVE LEARNI, V16, P229 Amiel T., 2011, P 1 S OP ED RES Amiel T., 2011, INT S OP ED RES LOG Amiel Tel, 2009, Educational Technology, V49 Aoki K., 2006, BOUND LAW BANKS J. A., 2004, HDB RES MULTICULTURA, P3 Benkler Y., 2005, COMMON WISDOM PEER P ccLearn, 2009, OTH OP MAN INC CONT CERI, 2007, GIV KNOWL FREE EM OP Collis B., 2003, INT J E LEARNING OCT, P5 Coracini M. J., 2007, CELEBRACAO OUTRO ARQ Deuze M, 2006, INFORM SOC, V22, P63, DOI 10.1080/01972240600567170 Downes S., 2001, INT REV RES OPEN DIS Erstad O., 2008, DIGITAL LITERACIES C, P177 Fulantelli G., 2008, J INTERACTIVE MEDIA, P1 Gunn C., 2005, ALT J, V13, P189, DOI 10.1080/09687760500376413 Johnson-Eilola Johndan, 2007, Computers and Composition, V24, DOI 10.1016/j.compcom.2007.08.003 Klimpel P., 2012, FREE KNOWLEDGE BASED Kling R, 2000, INFORM SOC, V16, P217, DOI 10.1080/01972240050133661 Lessig L, 2004, FREE CULTURE Malcolm M, 2005, BRIT J EDUC TECHNOL, V36, P33, DOI 10.1111/j.1467-8535.2005.00436.x Mizukami P. N., 2008, ACCESS KNOWLEDGE BRA, P25 Monroy-Hernandez A., 2011, ANN C HUM FACT COMP Ochoa X., 2010, J EMERGING TECHNOLOG, V2, P22 OPAL, 2011, GUID OP ED PRACT ORG Papert S., 1980, MINDSTORMS CHILDREN Parrish P., 2010, INT REV RES OPEN DIS, V11 Petrides L., 2008, 3 EUR C TECHN ENH LE Pezzo T., 2011, METODOLOGIA PARTICIP Pimienta Daniel, 2009, 12 YEARS MEASURING L Reich J, 2012, EDUC RESEARCHER, V41, P7, DOI 10.3102/0013189X11427083 Reich J., 2011, WILL FREE BENEFIT RI Rossini C., 2010, GREEN PAPER STATE CH, P75 Seneviratne O., 2010, WEBSCI10 EXT FRONT S Shneiderman B., 2002, LEONARDOS LAPTOP Simon I., 2008, ROSSIO NAO RIVAL ALE, P15 Thomas M., 2002, TECH TRENDS, V46, P40, DOI 10.1007/BF02772075 Tyack D., 1997, TINKERING UTOPIA CEN UNESCO/COL, 2011, GUID OP ED RES OER H Wanderley C. M., 2010, GREENSTONE SOFTWARE, P45 Warschauer M., 2002, SCI AM, P42 West P. G., 2011, BACKGROUND ACTION PA Wiley D., DEFINING OPEN OPEN C Wiley D., 2010, OPEN LEARNING J OPEN, V25, P37, DOI [10.1080/02680510903482132, DOI 10.1080/02680510903482132] TC 1 Z9 1 SN 1492-3831 PY 2013 VL 14 IS 1 BP 126 EP 144 UT WOS:000322375400008 ER PT J AU Cobo, C AF Cobo, Cristobal TI Exploration of Open Educational Resources in Non-English Speaking Communities SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Over the last decade, open educational resources (OER) initiatives have created new possibilities for knowledge-sharing practices. This research examines how, where, and when OER are attracting attention in the higher education sector and explores to what extent the OER discussion has moved beyond the English-speaking world. This study analysed English, Spanish, and Portuguese OER queries over a long-term period (2007-2011). The data retrieval was conducted using four online platforms: two academic journal databases (Web of Knowledge and Scopus), one video-sharing Web site (YouTube), and one document-sharing Web site (Scribd). The number (more than 32,860) of search results collected indicate an increasing interest in online OER discussion across languages, particularly outside academic journal databases. Additionally, a widening "language gap" between OER discussions in English and other languages was identified in several platforms. This research reports some of the cultural and language challenges caused by the expansion of the OER discussion and highlights relevant findings in this field. CR [Anonymous], 2012, FREQ ASK QUEST [Anonymous], 2011, YALE NEWS Atkins D. E., 2007, REV OPEN ED RESOURCE Banzato M., 2012, 2012 15 INT C INT CO, P1, DOI [10.1109/ICL.2012.6402105, DOI 10.1109/ICL.2012.6402105] Bjork Bo-Christer, 2012, Bulletin of the American Society for Information Science and Technology, V38 Cartes-Velásquez R, 2012, Rev. Clin. Periodoncia Implantol. Rehabil. Oral, V5, P5, DOI 10.4067/S0719-01072012000100001 D'Antoni S., 2008, REV U SOC CONOCIMIEN, V4, P1 Delasalle J., 2012, GUEST POST HOCUS SCO Fishman J.A., 1997, PRAISE BELOVED LANGU Garcia-Cepero M. C., 2008, REV INT INVESTIGACIO, V1, P13 Gonzalez-Alcaide G, 2013, ALCOHOL CLIN EXP RES, V37, pE381, DOI 10.1111/j.1530-0277.2012.01934.x Gray E., 2009, INT ENV SCAN USE ICT Hatakka M., 2009, ELECT J INFORM SYSTE, V37 Hayrinen-Alestalo M, 2006, HIGH EDUC, V52, P251, DOI 10.1007/s10734-004-2749-1 Hurmelinna P, 2007, TECHNOVATION, V27, P133, DOI 10.1016/j.technovation.2005.09.011 Inamorato Andreia, 2012, COMPENDIUM OPEN ED R Internet World Stats, 2011, INT US LANG JISC Digital Media, 2013, YOUTUBE VIM ED Kan War Asha, 2010, American Journal of Distance Education, V24, DOI 10.1080/08923641003696588 Klemke R, 2010, BRIT J EDUC TECHNOL, V41, P968, DOI 10.1111/j.1467-8535.2010.01135_1_1.x Knyazeva S., 2010, BSU Lariviere V, 2006, J AM SOC INF SCI TEC, V57, P997, DOI 10.1002/asi.20349 Lecercle D., 2011, GIVING KNOWLEDGE FRE Lewis MP, 2009, ETHNOLOGUE LANGUAGES Masterman L., 2011, RES REPORT Meneghini R, 2007, EMBO REP, V8, P112, DOI 10.1038/sj.embor.7400906 Ouane A, 2003, MULTILINGUAL CULTURE Pleabani M., 2010, WEB SCI Quacquarelli Symonds, 2012, PAPER CITATIONS METH Reuters Thomson, 2012, J CIT REP Richter T, 2012, DISTANCE EDUC, V33, P201, DOI 10.1080/01587919.2012.692068 Rossini C., 2010, 1549922 SSRN SciVerse Scopus, 2011, CONT COV GUID Scribd, 2012, SCRIBD WORLDS LARG O Shen W., 2012, OPEN LEARNING J OPEN, V27, P169, DOI [10.1080/02680513.2012.678614, DOI 10.1080/02680513.2012.678614] Stacey P., 2007, 1 MONDAY, V12 Stankus T., 1987, SCI J ISSUES LIB SEL The Higher Education Academy and JISC, 2011, OP ED RES INF STAK B UNESCO & COL., 2011, GUID ED RES OER HIGH U.S. Census Bureau, 2012, FACTS FEAT HISP HER Uvalic-Trumbic S., 2006, CHANGE MAGAZINE HIGH, V38, P16, DOI [10.3200/CHNG.38.4.16-23, DOI 10.3200/CHNG.38.4.16-23] Velterop J, 2007, Z BIBL BIBL, V54, P268 Wiley D., 2010, REV BRASILEIRA INFOR, V17, DOI [10.5753/RBIE.2009.17.03.08, DOI 10.5753/RBIE.2009.17.03.08] Wiley D., 2009, OPEN LEARNING J OPEN, V24, P11, DOI DOI 10.1080/02680510802627746 Willems J, 2012, DISTANCE EDUC, V33, P185, DOI 10.1080/01587919.2012.692051 Willinsky J., 2010, OJS DANSK, V1 Yang K., 2006, ARXIVCS0612132 TC 1 Z9 1 SN 1492-3831 PY 2013 VL 14 IS 2 SI SI BP 106 EP 128 UT WOS:000322375800009 ER PT J AU Deimann, M Farrow, R AF Deimann, Markus Farrow, Robert TI Rethinking OER and their Use : Open Education as Bildung SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Despite the recent increases of interest in open education, notably in massive open online courses (MOOCs) (Fini, 2009), it has been continuously asserted that this form of social knowledge production lacks a philosophical or theoretical foundation (Vandenberg, 1975). Similar accusations have been made with respect to distance education, such as being slow to engage with critical debates in theory and research (Evans & Nation, 1992). In a similar vein, Danaher, Wyer, and Bartlett (1998) claim that researchers in open and distance learning tend to draw on too narrow a range of theoretical resources in their research. Given the considerable rise of open education over recent years, these critical appraisals urge us to expand theoretical approaches and refine our understanding of evolving pedagogical and technological relations (cf. Bell, 2011). In this paper, we contribute to debates surrounding open education and open educational resources by introducing the concept of Bildung (self-cultivation, self-realization) as a powerful reflective tool and framework for approaching open education. We will elaborate on the potentials of Bildung by reviewing the history of the concept and exploring the extent to which Bildung can provide open education with a theoretical framework. Our focus is not exclusively on open educational resources (OER): We follow other commentators (Mackey & Jacobson, 2011, p. 62; cf. Weller, 2011) who argue that 'openness' in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content. We also argue that the beliefs and values associated with Bildung - including autonomy, critical reflection, inclusivity, and embracing the potential for self-development - are suitable for providing a theoretical framework for open education as well as providing a critical lens through which to assess contemporary models of education (e.g., Liessmann, 2006). RI Farrow, Robert/B-9611-2015 OI Farrow, Robert/0000-0002-7625-8396 CR Bell F, 2011, INT REV RES OPEN DIS, V12, P98 Borden J., 2012, FLIPPING MOOC Danaher P. A., 1998, OPEN LEARNING J OPEN, V13, P9, DOI 10.1080/0268051980130103 Daniel S. J., 2012, MAKING SENSE MOOCS M Deimann M., 2013, E LEARNING DIGITAL M, V10, P190 Downes S., 2013, CHANGE MOOC CA THIS Dumont L., 1994, GERMAN IDEOLOGY FRAN Engestrom Y., 2001, J ED WORK, V14, P133, DOI DOI 10.1080/13639080020028747 Evans T., 1992, OPEN LEARNING, V7, P3, DOI 10.1080/0268051920070202 Fini A, 2009, INT REV RES OPEN DIS, V10, P5 Geser Guntram, 2007, OPEN ED PRACTICES RE Habermas J., 1968, ERKENNTNIS INTERESSE Horlacher E., 2004, STUDIES PHILOS ED, V23, P409 Jorissen B., 2008, NEUE BILDUNGSKULTURE, P203 Kop R., 2011, INT REV RES OPEN DIS, V12 Lenzen D., 1976, OFFENE CURRICULA LEI, P138 Liessmann K. P., 2006, THEORIE UNBILDUNG IR Marotzki W., 2003, EDUC PHILOS THEORY, V35, P227, DOI 10.1111/1469-5812.00021 Marotzki W., 2010, JB MEDIENPADAGOGIK, V8 McAuley A., 2010, MOOC MODEL DIGITAL P Meister D. M., 2010, JB MEDIENPADAGOGIK, V8, P183 Menck P., 2000, PAEDAGOG HIST, V36, P93, DOI 10.1080/0030923000360105 Mendelssohn M., 1997, PHILOS WRITINGS Mezirow J., 1997, NEW DIRECTIONS ADULT, V74, P5, DOI DOI 10.1002/ACE.7401 Mozilla, 2013, LEARN WEB LIT WHIT P Nehles R., 1981, OFFENHEIT PADAGOGISC Nyberg D., 1975, PHILOS OPEN ED Peters M., 2008, HIST EMERGENT PARADI, P3 Peters M. A., 2008, OPEN ED ED OPENNESS Smith M. S., 2006, CHANGE, V38, P8, DOI 10.3200/CHNG.38.5.8-17 SORKIN D, 1983, J HIST IDEAS, V44, P55, DOI 10.2307/2709304 Vandenberg D., 1975, OPENNESS PEDAGOGIC A, P35 Weller M, 2011, REV ESP PEDAGOG, V69, P223 Wellmon C, 2010, LIT PHILOS, P1 Wiley D., 1998, OPEN CONTEXT LICENSE TC 1 Z9 1 SN 1492-3831 PY 2013 VL 14 IS 3 BP 344 EP 360 UT WOS:000322378200017 ER PT J AU Ives, C Pringle, MM AF Ives, Cindy Pringle, Mary Margaret TI Moving to Open Educational Resources at Athabasca University: A Case Study SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Since the birth of the World Wide Web, educators have been exchanging ideas and sharing resources online. They are all aware of the turmoil in higher education created by freely available content, including some hopeful developments charted in this issue. Interest has grown steadily over the past decade in making a university-level education openly available to students around the globe who would otherwise be overlooked, and recommendations for how to do this are well documented (e.g., UNESCO, 2002; OECD, 2007). Initiatives in the United States (Thille, 2012), Canada (Stacey, 2011b), Africa (OER Africa, n.d.), and the United Kingdom (JISC, 2012) are easily accessed and case studies abound (e.g., Barrett, Grover, Janowski, van Lavieren, Ojo, & Schmidt, 2009). Supporting the widespread availability of OER is a goal that Athabasca University (AU) has embraced through association with the Commonwealth of Learning and by becoming a charter member of the OER University (OERu, 2011). The use of OER in AU programs has strategic local implications that go beyond the five reasons for institutions to engage in OER projects described by Hylen (2006). Recently at AU explorations have begun into the potential of using OER in course design and production. CR Anderson T., 2003, INT REV RES OPEN DIS, V4 Anderson T, 2001, BRIT DENT J, V190, P2 Caswell T., 2008, INT REV RES OPEN DIS, V9, P1 Conole G., 2010, PAPER PRESENTED AT T DAntoni S., 2009, OPEN LEARNING J OPEN, V24, P3, DOI DOI 10.1080/02680510802625443 Downes S., 2007, INTERDISCIPLINARY J, V3, P29 Hamada M, 2008, IEEE T LEARN TECHNOL, V1, P117, DOI 10.1109/TLT.2008.3 Hylen J., 2006, REPORT FOR OECD Jonassen D.H., 2000, THEORETICAL FDN LEAR Keller J. M., 2004, J ED MEDIA, V29, P229, DOI DOI 10.1080/1358165042000283084 Kluger AN, 1998, CURR DIR PSYCHOL SCI, V7, P67, DOI 10.1111/1467-8721.ep10772989 Lowyck J., 1999, TRENDS IN CORPORATE Manuel C., 2011, POSTER PRESENTED AT Mayer R. E, 2005, CAMBRIDGE HDB MULTIM Mayer R. E., 2011, E LEARNING AND THE S McAuley A., 2010, THE MOOC MODEL FOR D Oblinger D. G., 2005, ED NET GENERATION Sandoval WA, 2004, EDUC PSYCHOL, V39, P199, DOI 10.1207/s15326985ep3904_1 Schmidt P., 2009, OPEN LEARNING THE JO, V24 Scriven M, 1996, EVAL PRACT, V17, P151, DOI 10.1016/S0886-1633(96)90020-3 Siemens G., 2010, PROCEEDINGS OF WORLD, P1069 Stacey P., 2011, EVOLUTION OF AN OER Stacey P., 2011, THE UNIVERSITY OF OP Thille C, 2012, CHANGING THE PRODUCT Treviranus J, 2000, EDUCAUSE 2000 THINKI UNESCO, 2002, FINAL REPORT Weinstein C. E., 2000, HDB SELF REGULATION, P727, DOI DOI 10.1016/B978-012109890-2/50051-2 Wiebe S., 2012, CANADIAN J LEARNING, V38 Wiley D., 2007, ON THE SUSTAINABILIT WINNE PH, 1995, EDUC PSYCHOL, V30, P173, DOI 10.1207/s15326985ep3004_2 Zimmerman BJ, 2008, AM EDUC RES J, V45, P166, DOI 10.3102/0002831207312909 TC 1 Z9 1 SN 1492-3831 PY 2013 VL 14 IS 2 SI SI BP 1 EP 13 UT WOS:000322375800002 ER PT J AU Kinshuk Jesse, R AF Kinshuk Jesse, Ryan TI Mobile Authoring of Open Educational Resources as Reusable Learning Objects SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB E-learning technologies have allowed authoring and playback of standardized reusable learning objects (RLO) for several years. Effective mobile learning requires similar functionality at both design time and runtime. Mobile devices can play RLO using applications like SMILE, mobile access to a learning management system (LMS), or other systems which deploy content to mobile learners (Castillo & Ayala, 2008; Chu, Hwang, & Tseng, 2010; Hsu & Chen, 2010; Nakabayashi, 2009; Zualkernan, Nikkhah, & Al-Sabah, 2009). However, implementations which author content in a mobile context do not typically permit reuse across multiple contexts due to a lack of standardization. Standards based (IMS and SCORM) authoring implementations exist for non-mobile platforms (Gonzalez-Barbone & Anido-Rifon, 2008; Griffiths, Beauvoir, Liber, & Barrett-Baxendale, 2009; Tellez, 2010; Yang, Chiu, Tsai, & Wu, 2004). However, this paradigm precludes capturing learning where and when it occurs. Consequently, RLO authored for e-learning lack learner generated content, especially with timely, relevant, and location aware examples. RI Kinshuk, Dr/D-3764-2014 OI Kinshuk, Dr/0000-0003-3923-9003 CR Ahern S., 2006, P PERV IM CAPT SHAR Atkins D. E., 2007, REV OPEN ED RESOURCE Berggren A., 2005, J INTERACTIVE MEDIA, V1 Berlanga A. J., 2005, P 2005 LAT AM C HUM, P190, DOI 10.1145/1111360.1111380 Boni M., 2006, P 2006 INT CROSS DIS, P92, DOI 10.1145/1133219.1133237 Boticario J. G., 2007, J INTERACTIVE MEDIA, V2 Castillo S, 2008, 18TH INTERNATIONAL CONFERENCE ON ELECTRONICS, COMMUNICATIONS AND COMPUTERS (CONIELECOMP 2008), PROCEEDINGS, P53, DOI 10.1109/CONIELECOMP.2008.12 Chu HC, 2010, ELECTRON LIBR, V28, P873, DOI 10.1108/02640471011093552 Cleveland-Innes M., 2005, Australasian Journal of Educational Technology, V21 Comas-Quinn A, 2009, RECALL, V21, P96, DOI 10.1017/S0958344009000032 Conole G., 2008, J INTERACTIVE MEDIA, V2008 Downes S., 2007, INTERDISCIPLINARY J, V3 Downes S., 2004, ONLINE ED USING LEAR Friesen N., 2009, INT REV RES OPEN DIS, V10 Gonzalez-Barbone V, 2008, COMPUT EDUC, V51, P1634, DOI 10.1016/j.compedu.2008.04.004 Griffiths D, 2009, DISTANCE EDUC, V30, P201, DOI 10.1080/01587910903023199 Hsu T. Y., 2010, J GEOGR, V109, P9 IMS GLC, 2007, IMS CONT PACK V1 2 B IMS GLC, 2001, IMS CONT PACK BEST P IMS GLC, 2001, IMS LEARN RES MET IN Jones S., 2006, AUTHENTIC LEARNING E, P172 Kiili Kristian, 2010, International Journal of Mobile Learning and Organisation, V4, DOI 10.1504/IJMLO.2010.037533 Koper R., 2003, REUSING ONLINE RESOU, P46 Koper R, 2004, EDUC TECHNOL SOC, V7, P97 Kravcik M, 2004, EDUC TECHNOL SOC, V7, P25 Kuo Y. H., 2008, P 2008 IADIS INT C E, V2, P16 Kuo YH, 2009, EDUC TECHNOL SOC, V12, P51 Lombardi M. M., 2007, EDUCAUSE LEARNING IN, V1, P1 McGreal R., 2008, HDB INFORM TECHNOLOG, P5, DOI 10.1007/978-3-540-74155-8_1 McGreal R., 2006, ADV INT C TEL INT C McGreal R., 2004, INT J INSTRUCTIONAL, V1, P21 McLean N., 2003, M LEARNING PARADIGM Michailidis NP, 2009, PROCEEDINGS OF THE 2009 FOURTH BALKAN CONFERENCE IN INFORMATICS, P163, DOI 10.1109/BCI.2009.8 Moisey S. D., 2006, American Journal of Distance Education, V20, DOI 10.1207/s15389286ajde2003_3 Munoz O. R., 2007, P FLOSS FREE LIBR OP, P240 Nakabayashi K., 2009, MULTIPLATFORM E LEAR, P164 Ogata H., 2008, WIR MOB UB TECHN ED, P3 Pettersson O., 2010, WIRELESS MOBILE UBIQ, P161, DOI [10.1109/WMUTE.2010.48, DOI 10.1109/WMUTE.2010.48] Rule A. C., 2006, J AUTHENTIC LEARNING, V3, P1 Sampson D., 2005, P 5 IEEE INT C ADV L, P868 Sarvas R., 2004, P 2 INT C MOB SYST A, P36, DOI 10.1145/990064.990072 Sawyer RK, 2006, CAMB HANDB PSYCHOL, P1, DOI 10.2277/ 0521607779 Specht M., 2006, INT J E LEARNING, V5, P25 Stauffer Karen, 2008, International Journal of Distance Education Technologies, V6, DOI 10.4018/jdet.2008070104 Svensson M., 2010, 6 WMUTE INT C WIR MO, P50 Svensson M, 2008, 8TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS, P606 Tellez A. G., 2010, ED ENG EDUCON 2010 I, P415 Verdejo MF, 2006, Fourth IEEE International Workshop on Wireless, Mobile and Ubiquitous Technology in Education, Proceedings, P93 Vogel B., 2010, WIRELESS MOBILE UBIQ, P65, DOI [10.1109/WMUTE.2010.41, DOI 10.1109/WMUTE.2010.41] Volgin O., 2005, Proceedings of the 15th International Workshop on Network and Operating Systems Support for Digital Audio and Video. NOSSDAV 2005, DOI 10.1145/1065983.1066002 Wiley D. A., 2000, LEARNING TECHNOLOGY, V2830, P1 Yang J. T. D., 2004, ADV LEARN TECHN 2004, P609 Zualkernan IA, 2009, ICALT: 2009 IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, P59 TC 1 Z9 1 SN 1492-3831 PY 2013 VL 14 IS 2 SI SI BP 28 EP 51 UT WOS:000322375800004 ER PT J AU Lubin, IA Ge, X AF Lubin, Ian A. Ge, Xun TI Investigating the influences of a LEAPS model on preservice teachers' problem solving, metacognition, and motivation in an educational technology course SO ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT AB This paper discusses a qualitative study which examined students' problem-solving, metacognition, and motivation in a learning environment designed for teaching educational technology to pre-service teachers. The researchers converted a linear and didactic learning environment into a new open learning environment by contextualizing domain-related concepts and skills and providing ill-structured, collaborative problem-solving opportunities. The intervention called Learning Environments Approaching Professional Situations (LEAPS) took into account issues surrounding motivation and situativity that are of particular interest to instructional developers and design-based researchers. In this study, four classes were assigned as either traditional or LEAPS environments from which four cases were selected for further examination. The results suggested that the LEAPS approach was beneficial in supporting students' problem-solving, motivation, and self-reflections, but only under specific conditions. The implications for instructional design and motivation are discussed. CR Angeli C, 2005, COMPUT EDUC, V45, P383, DOI 10.1016/j.compedu.2004.06.002 Applegate J., 1992, REFLECTIVE TEACHER E, P65 Atkinson P., 1992, UNDERSTANDING ETHNOG Atkinson P., 1990, ETHNOGRAPHIC IMAGINA Barab SA, 2000, THEORETICAL FOUNDATIONS OF LEARNING ENVIRONMENTS, P25 Barab SA, 2002, J LEARN SCI, V11, P489, DOI 10.1207/S15327809JLS1104_3 Bielefeldt T., 1999, WILL NEW TEACHERS BE Bielefeldt T., 2001, Journal of Computing in Teacher Education, V17 Bransford J., 1993, IDEAL PROBLEM SOLVER Brown A. L., 1992, J LEARN SCI, V2, P141, DOI DOI 10.1207/S15327809JLS0202_ Brown J. S., 1989, EDUC RES, V18, P32, DOI DOI 10.3102/0013189X018001032 Brush T., 2001, Journal of Computing in Teacher Education, V17 CHI MTH, 1989, COGNITIVE SCI, V13, P145, DOI 10.1207/s15516709cog1302_1 CLANCEY WJ, 1993, PROCEEDINGS OF THE FIFTEENTH ANNUAL CONFERENCE OF THE COGNITIVE SCIENCE SOCIETY, P181 Collier S., 2004, Journal of Technology and Teacher Education, V12 CURTIN P, 1994, EDUC LEADERSHIP, V51, P77 Ertmer PA, 2005, ETR&D-EDUC TECH RES, V53, P25, DOI 10.1007/BF02504683 Farr M. J., 1987, LONG TERM RETENTION Feltovich P. J., 1992, ADV MODELS COGNITION, P213 GARNER R, 1989, EDUC PSYCHOL, V24, P143, DOI 10.1207/s15326985ep2402_2 Ge X., 2010, INTERDISCIPLINARY J, V4, P94 Ge X, 2003, ETR&D-EDUC TECH RES, V51, P21, DOI 10.1007/BF02504515 Geertz C., 1983, CONT FIELD RES COLLE, P37 Geertz Clifford, 1976, MEANING ANTHR, P221 Greeno JG, 1998, AM PSYCHOL, V53, P5, DOI 10.1037/0003-066X.53.1.5 Gulbahar Y, 2008, TURK ONLINE J EDUC T, V7, P71 Hannafin M. J., 1994, Educational Technology, V34 Hannafin M. J., 1999, INSTRUCTIONAL DESIGN, V2, P115 Hannafin MJ, 1997, INSTR SCI, V25, P167, DOI 10.1023/A:1002997414652 Hardre P. L., 2010, LEARNING ENV RES, V13, P23 Hernandez-Ramos P., 2004, J COMPUTING TEACHER, V20, P121 Hew KF, 2007, ETR&D-EDUC TECH RES, V55, P223, DOI 10.1007/s11423-006-9022-5 Huang K, 2011, TEACH TEACH EDUC, V27, P1200, DOI 10.1016/j.tate.2011.06.006 Hughes J., 2003, J RES TECHNOLOGY ED, V35, P342 Iding M., 2002, INT J INSTRUCTIONAL, V29, P153 Jonassen D., 1999, INSTRUCTIONAL DESIGN, VII, P215 Jonassen D. H., 1996, COMPUTERS CLASSROOM Jonassen DH, 2000, ETR&D-EDUC TECH RES, V48, P63, DOI 10.1007/BF02300500 Jonassen DH, 1997, ETR&D-EDUC TECH RES, V45, P65, DOI 10.1007/BF02299613 Jonassen D.H., 2003, LEARNING SOLVE PROBL Kiewra K. A., 1998, LEARNING LEARN MAKIN Knowles MS, 1975, SELF DIRECTED LEARNI Koschmann T., 1996, COMP COGNIT WORK, P83 Land SM, 1996, ETR&D-EDUC TECH RES, V44, P37, DOI 10.1007/BF02300424 Land SM, 2003, ETR&D-EDUC TECH RES, V51, P65, DOI 10.1007/BF02504544 Land SM, 1997, ETR&D-EDUC TECH RES, V45, P47, DOI 10.1007/BF02299524 Lave J., 1991, SITUATED LEARNING LE Lave J., 1993, PERSPECTIVES SOCIALL, P17 Lewis L., 1999, TEACHER QUALITY REPO Lubin I. A., 2005, THESIS U OKLAHOMA NO Maehr M. L., 1984, RES MOTIVATION ED, V1, P115 Mehlinger H.D., 2002, TECHNOLOGY TEACHER E Merriam S. B., 1988, CASE STUDY RES ED QU Miller S. A., 1985, COGNITIVE DEV Palincsar A. S., 1984, COGNITION INSTRUCT, V1, P117, DOI DOI 10.1207/S1532690XCI0102_1 Partnership for 21st Century Skills, 2010, 21 CENT KNOWL SKILLS PERAKYLA A, 1989, SOCIOL HEALTH ILL, V11, P117, DOI 10.1111/1467-9566.ep10844263 Phelps R, 2005, BRIT J EDUC TECHNOL, V36, P67, DOI 10.1111/j.1467-8535.2005.00439.x Pierson M., 2004, J COMPUTING TEACHER, V21, P59 Pope M., 2002, Journal of Technology and Teacher Education, V10 Pope M., 2005, J TECHNOLOGY TEACHER, V13, P573 Rao M., 2000, AAHE B, V52, P11 Romanowski M. H., 1998, CLEARING HOUSE, V72, P111 ROSCHELLE J, 1992, EDUC PSYCHOL, V27, P435, DOI 10.1207/s15326985ep2704_3 Royer R., 2002, CLEARING HOUSE, V75, P233 Rubio R. A., 2001, SITE 2001 NORF VA Senge P., 1994, 5 DISCIPLINE FIELDBO Smith P. L., 1999, INSTRUCTIONAL DESIGN, V2nd So HJ, 2009, AUSTRALAS J EDUC TEC, V25, P101 Strauss A., 1998, BASICS QUALITATIVE R Sutherland L., 2005, TEACH TEACH EDUC, V25, P79 Thompson A., 1995, Journal of Technology Teacher Education, V3 Vygotsky L., 1978, MIND SOC DEV HIGHER Wang L., 2004, J RES TECHNOLOGY ED, V36, P231 Wang Y., 2002, J RES TECHNOLOGY ED, V35, P150 Willis E. M., 2002, Journal of Computing in Teacher Education, V18 Woolfolk A., 2007, ED PSYCHOL, V10th Worthy J, 2001, J LIT RES, V33, P303 Wright V. H., 2006, J COMPUTING TEACHER, V22, P49 Yin R., 1984, CASE STUDY RES DESIG Yin R. K., 2002, CASE STUDY RES DESIG, V3rd Yin R. K., 1989, CASE STUDY RES Zachariades I., 1996, J TECHNOLOGY TEACHER, V3, P351 Zimmerman B. J., 2000, HDB SELF REGULATION Zimmerman B. J., 1994, SELF REGULATED LEARN Zimmerman B. J., 1990, EDUC PSYCHOL, V21, P3 TC 1 Z9 1 SN 1042-1629 PD APR PY 2012 VL 60 IS 2 BP 239 EP 270 DI 10.1007/s11423-011-9224-3 UT WOS:000302283000003 ER PT J AU Abeywardena, IS Tham, CY Raviraja, S AF Abeywardena, Ishan Sudeera Tham, Choy Yoong Raviraja, S. TI Conceptual Framework for Parametrically Measuring the Desirability of Open Educational Resources using D-Index SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Open educational resources (OER) are a global phenomenon that is fast gaining credibility in many academic circles as a possible solution for bridging the knowledge divide. With increased funding and advocacy from governmental and nongovernmental organisations paired with generous philanthropy, many OER repositories, which host a vast array of resources, have mushroomed over the years. As the inkling towards an open approach to education grows, many academics are contributing to these OER repositories, making them expand exponentially in volume. However, despite the volume of available OER, the uptake of the use and reuse of OER still remains slow. One of the major limitations inhibiting the wider adoption of OER is the inability of current search mechanisms to effectively locate OER that are most suitable for use and reuse within a given scenario. This is mainly due to the lack of a parametric measure that could be used by search technologies to autonomously identify desirable resources. As a possible solution to this limitation, this concept paper introduces a parametric measure of desirability of OER named the D-index, which can aid search mechanisms in better identifying resources suitable for use and reuse. CR Buela-Casal G, 2010, PSICOTHEMA, V22, P270 Dholakia U. M., 2006, WHAT MAKES OPEN ED P Farzan R., 2006, P E LEARN 2006 WORLD Geith C., 2008, J ASYNCHRONOUS LEARN, V12, P105 Geser Guntram, 2007, OPEN ED PRACTICES RE Johnstone S., 2005, EDUCAUSE Q, V28 McGreal R., 2010, P 3 ANN FOR E LEARN Petrides L., 2008, INT J TECHNOLOGY ENH, V1 Vaughan L, 2004, INFORM PROCESS MANAG, V40, P677, DOI 10.1016/S0306-4573(03)00043-8 Vijay Kumar M. S., 2007, OPENING ED COLLECTIV Wiley D., 2010, OPEN LEARNING J OPEN, V25, P37, DOI [10.1080/02680510903482132, DOI 10.1080/02680510903482132] TC 1 Z9 1 SN 1492-3831 PY 2012 VL 13 IS 2 BP 59 EP 76 UT WOS:000307220100005 ER PT J AU Carson, S Kanchanaraksa, S Gooding, I Mulder, F Schuwer, R AF Carson, Stephen Kanchanaraksa, Sukon Gooding, Ira Mulder, Fred Schuwer, Robert TI Impact of OpenCourseWare Publication on Higher Education Participation and Student Recruitment SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB The free and open publication of course materials (OpenCourseWare or OCW) was initially undertaken by Massachusetts Institute of Technology (MIT) and other universities primarily to share educational resources among educators (Abelson, 2007). OCW, however, and more in general open educational resources (OER),(1) have also provided well-documented opportunities for all learners, including the so-called "informal learners" and "independent learners" (Carson, 2005; Mulder, 2006, p. 35). Universities have also increasingly documented clear benefits for specific target groups such as secondary education students and lifelong learners seeking to enter formal postsecondary education programs. In addition to benefitting learners, OCW publication has benefitted the publishing institutions themselves by providing recruiting advantages. Finally enrollment figures from some institutions indicate that even in the case of the free and open publication of materials from online programs, OCW does not negatively affect enrollment. This paper reviews evaluation conducted at Massachusetts Institute of Technology, Johns Hopkins Bloomberg School of Public Health (JHSPH), and Open Universiteit Nederland (OUNL) concerning OCW effects on higher education participation and student recruitment. CR Abelson H., 2007, J SCI ED TECHNOLOGY Butcher N., 2012, EXPLORING BUSINESS C Carson S., 2005, PROGRAM EVALUATION F Carson S., 2003, PROGRAM EVALUA UNPUB Janssen B., 2012, C P CAMBR 2012 INN I Lane A., 2012, CASE STUDIES I OPEN Mulder F., 2006, PRESENTATIONS DIES N Schuwer Robert, 2009, OPEN LEARNING J OPEN, V24, P67, DOI DOI 10.1080/02680510802627852 Wiley D., 2012, INT REV RES OPEN DIS, V13 TC 1 Z9 1 SN 1492-3831 PY 2012 VL 13 IS 4 BP 19 EP 32 UT WOS:000313660500003 ER PT J AU Hilton, J Wiley, DA Lutz, N AF Hilton, John, III Wiley, David A. Lutz, Neil TI Examining the Reuse of Open Textbooks SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB An important element of open educational resources (OER) is the permission to use the materials in new ways, including revising and remixing them. Prior research has shown that the revision and remix rates for OER are relatively low. In this study we examined the extent to which the openly licensed Flat World Knowledge textbooks were being revised and remixed. We found that the levels of revision and remix were similar to those of other OER collections. We discuss the possible significance and implication of these findings. CR Bissell A., 2009, OPEN LEARNING J OPEN, V24, P97, DOI DOI 10.1080/02680510802627886 Cape Town Open Education Declaration, 2007, CAP TOWN OP ED DECL Creative Commons, 2009, CREAT COMM LIC DAntoni S., 2009, OPEN LEARNING J OPEN, V24, P3, DOI DOI 10.1080/02680510802625443 Downes S., 2007, INTERDISCIPLINARY J, V3, P29 Duncan S. M., 2009, THESIS Hilton J, 2009, 1 MONDAY, V14 Hylen J, 2006, P 2006 OP ED C Koper R., 2003, REUSING ONLINE RESOU, P46 Lessig L, 2004, FREE CULTURE McMartin F, 2008, OPENING ED, P135 National Knowledge Commission, 2007, REP NAT 2007 OECD, 2007, GIV KNOWL FREE EM OP Petrides Lisa, 2008, International Journal of Technology Enhanced Learning, V1, DOI 10.1504/IJTEL.2008.020233 van der Baaren J., 2010, OP ED 2010 P Vuorikari Riina, 2009, International Journal of Emerging Technologies in Learning, V4, DOI 10.3991/ijet.v4i4.1028 Wiley D, 2009, DARK MATTER DARK REU Wiley D., 2010, OPEN LEARNING J OPEN, V25, P37, DOI [10.1080/02680510903482132, DOI 10.1080/02680510903482132] Windle R., 2010, SHARING REUSE OER EX TC 1 Z9 1 SN 1492-3831 PY 2012 VL 13 IS 2 BP 45 EP 58 UT WOS:000307220100004 ER PT J AU Kohler, K Muller, R Remdisch, S AF Koehler, Katharina Mueller, Romina Remdisch, Sabine BE Chova, LG Martinez, AL Torres, IC TI LEADING ACADEMIC CHANGE - SUCCESSFUL EXAMPLES OF HOW UNIVERSITIES CAN RESPOND TO THE DEMANDS OF NEW EDUCATIONAL POLICIES AND CURRENT NEEDS OF EMPLOYERS SO 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) CT 5th International Conference of Education, Research and Innovation (ICERI) CY NOV 19-21, 2012 CL Madrid, SPAIN AB Recent socio-economic developments have increased the demand for a highly skilled workforce and thus for higher qualifications and education. Access to higher education must therefore be made more widely available and support structures need to be refined, especially for those who have participated less in higher education in the past, for example, adult learners, vocational learners and/or employed learners. At the same time, higher education institutions have to adapt to these new student groups, their needs and the new economic and political demands. To do this, universities need to respond with necessary structural changes in order to put a strong focus on lifelong learning specific to the needs of today's knowledge-based society. The paper is describes the ways in which four different European universities within various country-specific frameworks have reacted to meet the needs of our knowledge based society and what implications can be drawn from this perspective for change management at universities. Each university responded in a different way to meet the demands of new educational policies and the needs of employers for academically qualified workers. However three critical success factors for the successful implementation of lifelong learning programmes could be identified. There must be an institutional-wide and highly visible commitment to LLL, firmly anchored in the organisational structures of the institution. There must be effective support structures for non-traditional students as well as learning methods and learning flexibility designed to meet the needs of new target groups. Finally, HEIs must create a positive open learning environment, open to the outside world, to business and industry, and with cooperation and openness within. CR Babbie E. R., 2010, PRACTICE SOCIAL RES Davies P., 2008, EUA BOLOGNA HDB MA B, P6 Eurydice & Eurostat, 2012, EUR HIGH ED AR 2012 Hart M, 2011, INT PERS HI EDUC RES, V6, P17, DOI 10.1108/S1479-3628(2011)0000006004 Horn L. J., 97578 NCES Leisyte L., 2012, HIGHER ED HDB THEORY, V27, P123, DOI [10.1007/978-94-007-2950-6_3, DOI 10.1007/978-94-007-2950-6_3] Leuphana, 2012, MISS STAT Leuphana, 2012, PRESS LEUPH ZAHLT NI Leuphana, 2012, PROF SCH CONT ED KNO Leuphana, 2012, GESCH U LEUPH WAND Leuphana, 2012, GRUNDL PROF WISS FOK Schuetze H., 2012, GLOB PERSP HIGH ED L, P15 Schuetze H., 2012, GLOBAL PERSPECTIVES The Open University, 2009, WID PART STRAT 2009 University of Helsinki, 2012, OPEN U OPEN ALL University of Helsinki, 2012, MAAILM PARH EXC SOC University of Southern Denmark, 2012, MISS VIS University of Southern Denmark, 2012, HISTORY University of Southern Denmark, 2012, STUD FOC University of Southern Denmark, 2012, LIFELONG LEARNING Waltz C. F., 2010, MEASUREMENT NURSING Yorke M, 2008, 1 YEAR EXPERIENCE HI Yorke M., 2004, OPEN LEARNING, V19, P19, DOI 10.1080/0268051042000177827 TC 1 Z9 1 BN 978-84-616-0763-1 PY 2012 BP 2529 EP 2537 UT WOS:000318422202088 ER PT J AU Okonkwo, CA AF Okonkwo, Charity Akuadi TI A Needs Assessment of ODL Educators to Determine their Effective Use of Open Educational Resources SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Nigeria has joined the global race of teaching and learning in a changing educational environment by adopting open and distance learning (ODL). Although it is a global trend, ODL poses some challenges at local levels, one of which is the untimely production of teaching materials currently affecting instructional delivery in Nigeria. The modern approach to ameliorating this challenge is the deployment of open educational resources (OER), and this practice is enabled by information and communication technology (ICT). Hence, today's educators need OER tools and ICT skills to address the changing nature of education. This paper assessed the needs, readiness, and willingness of ODL professionals from two dual-mode universities in Nigeria to deploy OER in teaching and learning. Data were collected using structured questionnaire items. The major findings of the study's survey indicated that educators have not really embedded OER in teaching and learning, but they are very eager to be trained in the rudiments of OER and wish to employ them thereafter. The results indicate there is an urgent need for professional development to include training in the rudiments of OER for educators. CR Alechenu J., 2012, PUNCH Allen N. H., 2010, STAND C PRES SCOP PO Atkins D. E., 2007, REV OPEN ED RESOURCE Bloom D., 2006, HIGHER ED EC DEV AFR Creative Commons, 2012, WHAT IS OER Daniel J., 2011, U WORLD NEWS 0911 DAntoni S., 2009, OPEN LEARNING J OPEN, V24, P3, DOI DOI 10.1080/02680510802625443 Das P., 2010, 6 PANC FOR OP LEARN Downes S., 2011, ED RESOURCES DEFINIT Federal Ministry of Education, 2002, BLU IMPL PLAN NAT OP Hilton III J., 2009, 4 RS OPENNESS ALMS A Kanwar A., 2010, 6 PANC FOR OP LEARN Lambert S., 2004, TEACHERS PAY CONDITI Leichty R., 2012, OER UPDATE McAndrew P., 2010, P INT C IITE 2010 ST, P124 NUC, NAT U COMM GUID OP D OECD, 2007, GIV KNOWL FREE EM OP Okonkwo CA, 2012, INT REV RES OPEN DIS, V13, P221 Okonkwo C.A., 2011, J SCI TEACHERS ASS N, V46, P108 Plotkin H., 2010, FREE LEARN OPEN ED R Polgreen L., 2012, NY TIMES Prozonic C., 2011, LEHIGH U NEWS 1231 RETRIDAL, 2011, QUEST OP ED RES US R Topkaya E. Z., 2010, TURKISH ONLINE J ED, V9, P143 UN, 2009, MILL DEV GOALS REP 2 UNESCO, 2011, GLOB ED DIG COMP ED Wiley D., 2009, DEFINING OPEN World Bank, 2010, DIR DEV HUM DEV FIN Wright CR, 2012, INT REV RES OPEN DIS, V13, P181 TC 1 Z9 1 SN 1492-3831 PY 2012 VL 13 IS 4 BP 293 EP 312 UT WOS:000313660500016 ER PT J AU Phelan, L AF Phelan, Liam TI Politics, practices, and possibilities of open educational resources SO DISTANCE EDUCATION AB In this article, I reflect on the politics, practices and possibilities of the open educational resources (OER). OER raise important implications for current and potential students, for postsecondary education institutions, and for those currently teaching in higher education. The key questions raised by OER centre on the role of teaching in learning, the potential for a shift in societal conceptualizations of learners from didactic to autodidactic beings, and what roles teachers may play in a potentially radical broadening of access to postsecondary education. RI Phelan, Liam/G-1653-2013 OI Phelan, Liam/0000-0002-9306-3216 CR Boud D., 2000, STUDIES CONTINUING E, V22, P151, DOI DOI 10.1080/713695728 Daniel J., 2011, AS ASS OP U 25 ANN C International Council for Open and Distance Education, 2011, 24 ICDE BIENN WORLD Massachusetts Institute of Technology (MIT), 2011, MIT OPENCOURSEWARE Mozilla Foundation, 2011, BADG Pannekoek F., 2011, 24 ICDE BIENN WORLD Plotkin H., 2011, 24 ICDE BIENN WORLD Taylor J., 2007, E J INSTRUCTIONAL SC, V10, P1 Taylor J. C., 2011, OPEN PRAXIS, P24 Vinyamata E., 2011, 24 ICDE BIENN WORLD TC 1 Z9 1 SN 0158-7919 PY 2012 VL 33 IS 2 SI SI BP 279 EP 282 DI 10.1080/01587919.2012.692070 UT WOS:000306741000011 ER PT S AU Salmi, H Kaasinen, A Kallunki, V AF Salmi, Hannu Kaasinen, Arja Kallunki, Veera BE Ruismaki, H Ruokonen, I TI Towards an Open Learning Environment via Augmented Reality (AR): visualising the invisible in science centres and schools for teacher education SO 5TH INTERNATIONAL CONFERENCE OF INTERCULTURAL ARTS EDUCATION 2012: DESIGN LEARNING SE Procedia Social and Behavioral Sciences CT 5th International Conference of Intercultural Arts Education - Design Learning was a Part of the World Design Capital CY MAY 10-11, 2012 CL Helsinki, FINLAND HO Univ Helsinki AB The pedagogical principle of this research was making the invisible observable by Augmented Reality [AR]. Small-scale exhibits are bridging the gap between formal education and informal learning. The data (292 teachers) was analysed research tool New Educational Models or Paradigms (NEMP) with 27 items. Three dimensions: a) The "identity" of ICT/AR -education, b) Changes in the learning environment, and c) the Innovative approach applied in the process. The main outcomes were 1. From a teacher-controlled learning towards a pupil-orientated learning; 2. Connecting of ICT-AR with and between learning environments; and 3. Changes in roles and responsibilities of students and teachers. (C) 2012 Published by Elsevier Ltd. Selection and/ or peer review under responsibility of Professor Heikki Ruismaki and Adjunct Professor Inkeri Ruokonen CR Alberts B, 2009, SCIENCE, V323, P15, DOI 10.1126/science.1169941 Andujar JM, 2011, IEEE T EDUC, V54, P492, DOI 10.1109/TE.2010.2085047 Azuma RT, 1997, PRESENCE-TELEOP VIRT, V6, P355 Billinghurst M., 2008, P ISMAR 2008 CAMBR U Bogner F., 2010, WEB BASED LEARNING S, P185 Braund M, 2006, INT J SCI EDUC, V28, P1373, DOI 10.1080/09500690500498419 Bybee R. W., 1989, SCI TECHNOLOGY ED EL Dede C, 2009, J SCI EDUC TECHNOL, V18, P301, DOI 10.1007/s10956-009-9172-4 Dunleavy M, 2009, J SCI EDUC TECHNOL, V18, P7, DOI 10.1007/s10956-008-9119-1 Hawkey R., 2003, COMPUT EDUC, V2, P5 Ilomaki L., 2008, EFFECTS ICT SCH TE B, V314 Klangauskas A., 2007, EUROPE NEEDS MORE SC, P151 Martin S, 2011, COMPUT EDUC, V57, P1893, DOI 10.1016/j.compedu.2011.04.003 MILGRAM P, 1994, IEICE T INF SYST, VE77D, P1321 Rosenbaum E., 2007, J SCI EDUC TECHNOL, V16, P31, DOI DOI 10.1007/S10956-006-9036-0 Salmi H., 2010, HANDS ON SCI LAB SCI, P35 Salmi H., 2012, REFLECTING ED, V8, P39 Turcani M., 2007, INFORM COMMUNICATION, P29 Vilkoniene M., 2008, P INT SCI PRACT C SC, P407 Vilkoniene M., 2009, INFLUENCE AUGMENTED Vilkoniene M., 2007, INFORM COMMUNICATION, P181 Vilkonis R., 2007, J BALT SCI EDUC, V6, P35 Yang JC, 2010, COMPUT EDUC, V55, P1346, DOI 10.1016/j.compedu.2010.06.005 TC 1 Z9 1 SN 1877-0428 PY 2012 VL 45 BP 284 EP 295 DI 10.1016/j.sbspro.2012.06.565 UT WOS:000314099500029 ER PT J AU Schrader, C Bastiaens, T AF Schrader, Claudia Bastiaens, Theo TI Learning in Educational Computer Games for Novices: The Impact of Support Provision Types on Virtual Presence, Cognitive Load, and Learning Outcomes SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Embedding support devices in educational computer games has been asserted to positively affect learning outcomes. However, there is only limited direct empirical evidence on which design variations of support provision influence learning. In order to better understand the impact of support design on novices' learning, the current study investigates how support devices and their type of provision (intrinsic vs. extrinsic) determine games' effectiveness on learning outcomes. This effectiveness is also related to how the design-type of provision influences learners' virtual presence and cognitive load. Compared to an educational adventure game without additional support, the results indicate that the game equipped with support devices enhances learning outcomes, although no differences in cognitive load were found. A variation in the design of provision shows no effect. In order to gain a more thorough understanding of support devices and their design for games, additional learner characteristics (e. g., interest) should be considered in future research. CR Ainley M, 2005, LEARN INSTR, V15, P433, DOI 10.1016/j.learninstruc.2005.07.011 Aleven V, 2003, REV EDUC RES, V73, P277, DOI 10.3102/00346543073003277 Alphabit, 2010, WINT LERN COMP GAME [Anonymous], 2001, BIOSC SCI CONQ EV Barrows H. S., 1980, PROBLEM BASED LEARNI Beale IL, 2007, J ADOLESCENT HEALTH, V41, P263, DOI 10.1016/j/jadohealth.2007.04.006 BRUNER JS, 1961, HARVARD EDUC REV, V31, P21 Chall J. S., 2000, ACAD ACHIEVEMENT CHA Cobb S., 2005, CAMBRIDGE HDB MULTIM, P525 de Jong T., 2005, CAMBRIDGE HDB MULTIM, P215, DOI DOI 10.2277/0521838738 Dede C., 2003, P 5 INT C LEARN SCI Dede C., 2005, M AM ED RES ASS MONT Dede C., 1997, LEARNING SCI 21 CENT Dochy F. J. R. C., 1997, DTSCH GES PSYCH C RO Dweck C. S., 2002, IMPROVING ACAD ACHIE European Commission's IST-Programme, 2009, ELEKTRA COMP GAM Field A, 2009, DISCOVERING STAT USI, V3rd Hasselhorn M., 2001, HANDWORTERBUCH PADAG, P721 Heers R., 2005, BEING THERE UNTERSUC Hofer M., 1996, Z BERUFS WIRTSCHAFTS, V13, P53 Jiang L, 2009, COMPUT HUM BEHAV, V25, P501, DOI 10.1016/j.chb.2008.11.006 JONASSEN DH, 1991, ETR&D-EDUC TECH RES, V39, P5, DOI 10.1007/BF02296434 Kalyuga S., 2005, JURE WORKSH NIC CYPR Kalyuga S., 2009, HDB RES EFFECTIVE EL, P719 Kerres M., 2009, MEDIENPADAGOGIK Z TH Kirschner PA, 2006, EDUC PSYCHOL, V41, P75, DOI 10.1207/s15326985ep4102_1 Klahr D, 2004, PSYCHOL SCI, V15, P661, DOI 10.1111/j.0956-7976.2004.00737.x Klauer K. J., 1985, TEACH TEACH EDUC, V1, P5, DOI 10.1016/0742-051X(85)90026-5 Kolb D. A., 1983, EXPT LEARNING EXPERI Krapp A., 2001, PADAGOGISCHE PSYCHOL Leemkuil H, 2006, THESIS U TWENTE ENSC Lepper M. R., 2000, INTRINSIC EXTRINSIC, P257, DOI DOI 10.1016/B978-012619070-0/50032-5 Leutner D., 1993, LEARN INSTR, V3, P113, DOI DOI 10.1016/0959-4752(93)90011-N Lim CP, 2006, BRIT J EDUC TECHNOL, V37, P211, DOI [10.1111/j.1467-8535.2006.00531.x, 10.1111/j.1467.8535.2006.00531.x] Martens RL, 1997, COMPUT EDUC, V28, P185, DOI 10.1016/S0360-1315(97)84657-X Mayer R. E., 2001, MULTIMEDIA LEARNING Meinhardt J, 2003, COGNITION EMOTION, V17, P477, DOI 10.1080/02699930244000039 Meyer DK, 2002, EDUC PSYCHOL, V37, P107, DOI 10.1207/S15326985EP3702_5 Moreno R, 2004, INSTR SCI, V32, P99, DOI 10.1023/B:TRUC.0000021811.66966.1d Nelson B., 2007, J SCI EDUC TECHNOL, V16, P83, DOI [10.1007/s10956-006-9039-x, DOI 10.1007/S10956-006-9039-X] PAAS FGWC, 1993, HUM FACTORS, V35, P737 Parchman SW, 2000, MIL PSYCHOL, V12, P73, DOI 10.1207/S15327876MP1201_4 Pekrun R, 2002, EDUC PSYCHOL-US, V37, P91, DOI 10.1207/S15326985EP3702_4 Renkl A, 2002, LEARN INSTR, V12, P529, DOI 10.1016/S0959-4752(01)00030-5 Rieber LP, 2004, LEARN INSTR, V14, P307, DOI 10.1016/j.learninstruc.2004.06.008 Salzman MC, 1999, PRESENCE-TELEOP VIRT, V8, P293, DOI 10.1162/105474699566242 Schrader C., 2010, DIGITALE SPIELKULTUR Schrader C, 2012, COMPUT HUM BEHAV, V28, P648, DOI 10.1016/j.chb.2011.11.011 Schrader C., J INTERACTI IN PRESS Standen PJ, 2001, BRIT J EDUC TECHNOL, V32, P289, DOI 10.1111/1467-8535.00199 Tuovinen JE, 1999, J EDUC PSYCHOL, V91, P334, DOI 10.1037/0022-0663.91.2.334 Welch RB, 1996, PRESENCE-TELEOP VIRT, V5, P263 Whitton N, 2010, OPEN FLEX LEARN SER, P1 Witmer BG, 1998, PRESENCE-TELEOP VIRT, V7, P225, DOI 10.1162/105474698565686 Wong W.L., 2007, P INT C ADV COMP ENT, P49, DOI 10.1145/1255047.1255057 Wood D., 2001, INT J ARTIFICIAL INT, V12, P153 TC 1 Z9 1 SN 1492-3831 PY 2012 VL 13 IS 3 BP 206 EP 227 UT WOS:000307221300013 ER PT J AU Wright, CR Reju, SA AF Wright, Clayton R. Reju, Sunday A. TI Developing and Deploying OERs in sub-Saharan Africa: Building on the Present SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Open educational resources (OERs) have the potential to reduce costs, improve quality, and increase access to educational opportunities. OER development and deployment is one path that could contribute to achieving education for all. This article builds on existing information and communication technology (ICT) implementation plans in Africa and on the experiences of organizations and initiatives such as the African Virtual University (AVU), OER Africa, the South African Institute of Distance Education (SAIDE), and the Teacher Education in Sub-Saharan Africa (TESSA) Project, to present one view of the benefits, challenges, and steps that could be taken to realize the potential of OERs in sub-Saharan Africa. Thus, the article focuses on the factors necessary for creating and sustaining a vision for OER development and deployment; developing and distributing resources with an open license; improving technology infrastructure and reducing the cost of Internet access; establishing communities of educational collaborators; sustaining involvement in the OER initiative; producing resources in interoperable and open formats; establishing and maintaining the quality of OERs; providing local context to address national and regional needs and conditions; informing the public about OERs; and taking the initiative to build on the knowledge, skills, and experiences of others. In order to assist educators and decision makers, links to a variety of resources are provided. CR African Virtual University, 2011, TEACH ED VIRT CONS African Virtual University, 2011, AVU CAP ENH PROGR AC African Virtual University, 2011, DES DEV QUAL ASS FRA African Virtual University, 2011, OP DIST ELEARNING OD Ali L., 2011, AL JAZEERA 1012 Allen N. H., 2010, STAND C PRES SCOP PO Anderson T, 2009, 23 ICDE WORLD C MAAS Atkins D. E., 2007, REV OPEN ED RESOURCE Bates A. W., 2011, MANAGING TECHNOLOGY Bloom D., 2006, HIGHER ED EC DEV AFR Butcher N., 2011, BASIC GUIDE OPEN ED Calandro E, 2011, 2011 FAIR MOBILE DYN Craddock A., 2011, IDN INDEPTHNEWS 1012 Daniel J., 2010, CAN INT DEV AG OTT C Daniel J., 2011, U WORLD NEWS 0911 DAntoni S., 2009, OPEN LEARNING J OPEN, V24, P3, DOI DOI 10.1080/02680510802625443 Diagne A, 2006, AFR DEV BANK SEM TUN Diallo B., 2012, OPEN ED RESOURCES WO Downes S., 2007, INTERDISCIPLINARY J, V3 Gross D. A., 2006, COMMUNICATION 0207 Hesselmark O, 2010, INTERNET PRICES AFRI Hilton III J., 2009, 4 RS OPENNESS ALMS A International Institute for Communication and Development, 2011, REC DUTCH PLATF RIO Internet World Stats, 2011, WORLD INT US POP STA Kamenetz Anya, 2010, DIY U EDUPUNKS EDUPR Kasumuni L, 2011, ELEARNING AFRICA 041 Kavuma R. M, 2011, UK GUARDIAN 0909 Kiptalam G. K., 2010, INT J COMPUTING ICT, V4, P49 Lake A., 2010, THIS IS AFRICA GLOBA Lambert S., 2004, TEACHERS PAY CONDITI Lane A. B., 2008, OPENING ED COLLECTIV, P149 Jung I, 2012, OPEN FLEX LEARN SER, P1 Lerman S. R., 2008, OPENING ED COLLECTIV, P213 McAndrew P, 2010, P INT C IITE 2010 NO, P124 McMartin F, 2008, OPENING ED, P135 Mungai M, 2011, 12 CHALLENGES FACING Ngare P, 2007, ALLAFRICA 0608 Plotkin H., 2010, FREE LEARN OPEN ED R Polgreen L, 2012, NAMIBIAN 0112 Provost C, 2011, UK GUARDIAN 0427 Prozonic C., 2011, LEHIGH U NEWS 1231 Ribeiro J, 2011, PC WORLD SAIDE, 2004, DIST ED OP LEARN SUB Sunday F, 2012, BUSINESS DAILY 0104 Thornton L., 2008, ASS PROGR COMMU 0925 Trucano M, 2011, EDUTECH BLOG 1209 Trucano M, 2007, OECD INT EXP SEM NEW UN Economic Commission for Africa, 2007, CONN AFR SUMM AD 5 G UNESCO, 2011, GLOB ED DIG COMP ED UNESCO, 2006, ED ALL GLOB MON REP UNESCO-COL, 2011, UNESCO COL IN PRESS UNICEF, 2010, GLANCE NIGERIA UNITED NATIONS, 1948, UN DECL HUM RIGHTS United Nations, 2011, MILL DEV GOALS REP United Nations, 2009, MILL DEV GOALS REP Vota W, 2011, ED TECHNOLOGY DEBATE Walker E, 2005, REALITY CHECK OPEN E West P. G., 2011, BACKGROUND ACTION PA Wiley D., 2009, DEFINING OPEN Wolfenden F, 2008, J INTERACTIVE MEDIA, P3 World Bank, 2006, INF COMM DEV GLOB TR World Bank, 2010, DIR DEV HUM DEV FIN Wright C. R, 2011, ASS LEARNING TECHNOL Wright C. R, 2010, EDTECH BLOG 0805 Wright C. R, 2011, ASS LEARNING TE 0818 TC 1 Z9 1 SN 1492-3831 PY 2012 VL 13 IS 2 BP 181 EP 220 UT WOS:000307220100011 ER PT J AU Harley, K AF Harley, Ken TI Insights from the Health OER Inter-Institutional Project SO DISTANCE EDUCATION AB Open educational resources (OER) are gaining ascendancy in education, particularly in higher education. Logic suggests that the potential benefits of OER are likely to be greatest in resource-poor contexts such as Africa. However, little is known about the feasibility and sustainability of their use in African institutions. In the Health OER Inter-Institutional Project, OER Africa and the University of Michigan collaborated with medical schools in Ghana and South Africa to help develop OER and tools for facilitating the integration of these into the existing curricula. The article draws upon data from the various evaluations of this project as a basis for generating understandings on initiating and sustaining OER in African contexts. CR Anderson T., 2009, INT COUNC OP DIST ED Bourdieu P., 1986, HDB THEORY RES SOCIO, P241, DOI DOI 10.1177/0265532207083743 Butcher N., S OER HLTH US I MED Butcher N., 2003, INFRASTRUCTURE USE I Castells M, 2000, INFORM AGE, VIII Creative Commons, LIC De Clercq F., 1997, J ED POLICY, V12, P127, DOI 10.1080/0268093970120302 Deacon A., 2009, INT J ED DEV USING I, V5 Durkheim E., 1961, MORAL ED Experton W., 2010, FINANCING HIGHER ED HEWLETT FOUNDATION, OP ED RES Hodgkinson-Williams C., 2009, INT J ED DEV USING I, V5 Holm J., 2010, CHRONICLE HIGHE 0613 Hylen J, 2006, OPEN ED RESOURCES OP Ngugi C., 2009, RELEVANCE OPEN ED RE OECD, 2007, GIV KNOWL FREE EM OP OER Africa, HLTH RES OER Africa, 2009, HLTH OER INT PROJ FO OER Africa, UND OER OER Africa/ University of Michigan, 2011, 2010 2011 AFR HLTH O Organisation for Economic Co-operation and Development (OECD), CTR ED RES INN CERI Putnam R., 2000, BOWLING ALONE COLLAP Rogers E. M, 1983, DIFFUSION INNOVATION Shuttleworth Foundation, CAP TOWN OP ED DECL Tagoe N., 2010, 7 ANN OP ED C BARC UNESCO, 1995, OP ED RES UNESCO, 2010, REACH MARG UNESCO, 2011, OER U FREE LEARN ALL University of Western Cape (UWC), 2007, FREE COURS UWC Vollmer T., 2010, OPEN ED HIGHER TXB O Welch T., 2009, NADEOSA C U S AFR PR WHO, 2010, WOR HEALT REP, P1 World Bank, 1999, WHAT IS SOC CAP TC 1 Z9 1 SN 0158-7919 PY 2011 VL 32 IS 2 SI SI BP 213 EP 227 DI 10.1080/01587919.2011.584848 UT WOS:000299218800005 ER PT J AU Kikkas, K Laanpere, M Poldoja, H AF Kikkas, Kaido Laanpere, Mart Poldoja, Hans BE Greener, S Rospigliosi, A TI Open Courses: The Next big Thing in eLearning? SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch AB During the last 15 years, eLearning has undergone a number of changes regarding openness of the learning environment, learning resources as well as the process of teaching and learning. After the initial period, when eLearning used mostly the tools of 'ordinary' Web, the first-generation of eLearning emerged - large, mostly proprietary environments which firmly separated the chosen (students and tutors) from the 'barbarians at the gates' (the rest of the Internet) by using accounts and passwords. The tools themselves were shaped by creators, not users - due to closed source and restrictive licenses. WebCT and early Blackboard were prime examples of this generation. The second generation of eLearning rode the wave of free and open-source software, bringing along a much greater variety of tools as the environments became open for modifications (e. g. Moodle, Ilias). This generation also emerged along with the rise of open content (powered by free licenses like the Creative Commons family) which in turn established the Open Educational Resources (OER) movement, examples of which are Connexions, LeMill, MIT OpenCourseWare and others. We propose that the emergence of Personal Learning Environments combined with collaborative wikis signify the next stage of eLearning. Open in both the environment and the process, it facilitates a more flexible and also more challenging model of learning. Massive Open Online Courses (MOOC) represent the radical conception of openness in eLearning, as all MOOC courses are open for enrolment for any Internet user. We started to use Wikiversity and personal blog-based learning environments in 2008. This paper provides a summary of our experience with teaching 18 open courses in 2008-2011, with more than 560 enrolled students. We analyse the design, learning process and learning outcomes of these open courses using the knowledge building theory by Bereiter as our main frame of reference and the framework analysis of the courses. CR Brown S.J., 2008, EDUCAUSE REV, V43, P16 Couros A, 2010, ISS ONLINE EDUC, P109 Downes S., 2011, CONNECTIVISM CONNECT Ehlers U.-D., 2011, ELEARNING PAPERS MAR, P1 Fini A, 2009, INT REV RES OPEN DIS, V10, P5 Johnstone S.M., 2005, EDUCAUSE Q, V28, P16 Leinonen T., 2005, CRITICAL HIST ICT ED Leinonen T., 2009, 1 MONDAY, V14 Lessig Lawrence, 2004, FREE CULTURE BIG MED Matsuo Y., 2009, WWW, P751 Mockus A, 2002, ACM T SOFTW ENG METH, V11, P309, DOI 10.1145/567793.567795 OECD, 2007, GIV KNOWL FREE EM OP Poldoja H., 2010, P BARC OP ED 2010 7, P399 Valjataga T., 2011, ECER 2011 U IN PRESS Wiley D., 2007, INTRO OPEN ED SYLLAB TC 1 Z9 1 BN 978-1-908272-22-5 PY 2011 BP 370 EP 376 UT WOS:000300244000045 ER PT J AU Rennie, F Johannesdottir, S Kristinsdottir, S AF Rennie, Frank Johannesdottir, Sigurbjorg Kristinsdottir, Stefania TI Re-Thinking Sustainable Education Systems in Iceland: The Net-University Project SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB The recent economic crisis in Iceland has raised issues of the sustainability of Icelandic higher education to new levels of importance. A key strategy in relation to this economic crisis is to consider the merger of the four public universities in Iceland and to introduce a much higher enegagement with online and open delivery methods of higher education. The Net-University Project was an EU Leonardo-funded initiative to compare approaches to open and distance education in Iceland, Sweden, and Scotland, with additional lessons from Atlantic Canada. In particular, it sought to focus on the transfer of innovation in continuing university education, with particular emphasis on the development and delivery of online higher education courses throughout rural Iceland (i.e., outside of Reykjavik). The partners concentrated on how knowledge and experience about distributed and distance learning models could be transferred between the partner countries and how such models can be integrated into the education system to better support higher education and lifelong learning. There was a particular interest in the practical use of open educational resources (OER) for course design and in the sharing of these course modules among university partners. Some good practice and lessons from OER use in course creation are listed. CR Commonwealth of Learning, 2005, CREAT LEARN MAT OP D DAVIS A, 2004, THEOR PRACTICE ONLIN Downes S., 2006, MODELS SUSTAINABLE O GURELL S, 2010, OPEN ED RESOURCES HD Guthrie K., 2008, SUSTAINABILITY REVEN Haughey M, 1998, NETWORKED LEARNING P HILLS G, 2003, UHI MAKING U JOHANNESDOTTIR S, 2008, NETHASKOLINN SKYRSLA JOHANNESDOTTIR S, 2007, SAMSTARFSNET HASKOLA MASON R, 2008, SOCIAL INFORM TECHNO, pCH21 *MIN ED SCI CULT, 2005, MIN ED SCI CULT IC P, V18 OECD, 2007, GIV KNOWL FREE EM OP *OPENCOURSEWARE, 2010, LAND PAG MIT OP COUR *OPENLEARN, 2010, LEARN SPAC UK OP U O RENNIE F, 2008, TRANSFORMATIVE LEARN, pCH7 RENNIE F, 2010, OPEN ALL DESIGNING D *SIDECAP, 2010, PROJ DOC STAFF INN D THORSTEINSDOTTI.GR, 2009, TRANSFER INNOVATION THORSTEINSDOTTI.GR, 2007, FJARNAM ISLENSKA HAS THORSTEINSDOTTI.GR, 2006, FJARNAM ERLENDIS SKI WELLER M, 2010, EVERY DAY I WRITE BO WELLER M, 2010, LETS PLAY OER ROULET Wiley D., 2007, SUSTAINABILITY OPEN TC 1 Z9 1 SN 1492-3831 PY 2011 VL 12 IS 4 SI SI BP 88 EP 104 UT WOS:000290997000008 ER PT J AU Leinonen, T Purma, J Poldoja, H Toikkanen, T AF Leinonen, Teemu Purma, Jukka Poldoja, Hans Toikkanen, Tarmo TI Information Architecture and Design Solutions Scaffolding Authoring of Open Educational Resources SO IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES AB This paper presents the open learning object repository and collaborative authoring platform LeMill (http://lemill.net), which has over 7,500 members and over 8,500 reusable learning resources (situation in October 30th, 2009), all created by the community members. The design of LeMill has tackled numerous challenges that hinder the authoring and sharing of educational resources by communities of teachers. This paper describes the research-based design process that was used to solve these challenges. The information architecture of LeMill scaffolds authors toward collaboration and sharing. The licensing scheme encourages reusing and remixing of educational content. In order to make LeMill easy to learn and use we have avoided technical terminology and complicated metadata forms in the user interface. As an open community we have also tackled multicultural and multilingual issues. In this paper, we present the information architecture and design of LeMill, including the technical solutions. We believe that our design solutions will contribute to the goal of creating an open educational resource ecosystem. RI Toikkanen, Tarmo/B-5719-2014; chen, juan/E-8441-2014; Leinonen, Teemu/G-2331-2013 OI Toikkanen, Tarmo/0000-0003-4309-0643; CR [Anonymous], 2002, OP ARCH IN PROT MET [Anonymous], 2002, 14841212002 IEEE Barab S, 2004, J LEARN SCI, V13, P1, DOI 10.1207/s15327809jls1301_1 Carroll J. M., 2000, MAKING USE SCENARIO Desilets A., 2005, P 2005 INT S WIK, P3, DOI 10.1145/1104973.1104974 DOLONEN J, 2006, EMPIRICAL STUDY LEAR DUVAL E, 2004, P INT C DUBL COR MET Friesen N., 2004, ONLINE ED USING LEAR, P59 *IMS, 2003, IMS LEARN DES BEST P KARPATI A, 2008, IST028205 CALIBRATE Korte W. B., 2006, BENCHMARKING ACCESS LEINONEN T, 2008, P PART DES C LEINONEN T, 2005, URINAL LEARNING OBJE *LRE, 2007, EUN LEARN RES EXCH M Margaryan A, 2008, J COMPUT ASSIST LEAR, V24, P333, DOI 10.1111/j.1365-2729.2007.00267.x MOLLER H, 2007, CASE FREE USE REASON NELSON HG, 2004, DESIGN WAY INTENTION NILSSON M, 2007, FUTURE LEARNING OBJE, P255 Norman D. A., 1988, DESIGN EVERYDAY THIN Ochoa X, 2009, IEEE T LEARN TECHNOL, V2, P226, DOI 10.1109/TLT.2009.28 Parrish PE, 2004, ETR&D-EDUC TECH RES, V52, P49, DOI 10.1007/BF02504772 PETRIDES L, 2008, TRAVEL WELL OPEN ED POKORNY J, 2001, INTERACTIONS, V8, P19 POLDOJA H, 2006, INT J E LEARNING, V5, P103 *PRICEWATERHOUSECO, 2004, 2003057 DEP CHILD SC Rittel H. W. J., 1972, BEDRIFTSOKONOMEN, V8, P390 RITTEL HWJ, 1973, POLICY SCI, V4, P155, DOI 10.1007/BF01405730 Schaffert S., 2008, ELEARNING PAPERS Schwaber K., 2001, AGILE SOFTWARE DEV S Smith P., 2008, HARNESSING TECHNOLOG The Design-Based Researcher Collective, 2003, ED RES, V32, P5, DOI DOI 10.3102/0013189X032001005 THOMAS G, 2004, BEC115129 Verbert K, 2007, LECT NOTES COMPUT SC, V4753, P364 VUORIKARI R, 2008, P 2 WORKSH SOC INF R Weinberger David, 2003, SMALL PIECES LOOSELY WILEY D, 2010, RIP PING LEARNING OB WILEY D, 2000, INSTRUCTIONAL USE LE, pCH1 TC 1 Z9 1 SN 1939-1382 PD APR-JUN PY 2010 VL 3 IS 2 BP 116 EP 128 DI 10.1109/TLT.2010.2 UT WOS:000292541200007 ER PT J AU Shelton, BE Scoresby, J Stowell, T Capell, MR Alvarez, MA Coats, KC AF Shelton, Brett E. Scoresby, Jon Stowell, Tim Capell, Michael R. Alvarez, Marco A. Coats, K. Chad TI A Frankenstein Approach to Open Source: The Construction of a 3D Game Engine as Meaningful Educational Process SO IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES AB Using open source components to assemble a working 3D game engine is an attractive alternative to purchasing off-the-shelf technology. A student development team can use many different resources to investigate what underlying mechanisms are needed to build virtual environments. However, the techniques and processes involved when using open source components offer unique insights and educational opportunities. Leveraging and modifying existing software, and participating in the open source community, may alter the perspective of how game engines can be created. In this work, the process of building a simulation 3D game engine to support a training application for emergency response personnel is discussed. Evidence is presented that researching, gathering, and assembling open source components to build an open educational resource (OER), in this case a virtual 3D application, holds educational value. The research focuses on students whose interests cross disciplines of computer science, educational technology, instructional design, and game design. CR Aldrich C., 2004, SIMULATIONS FUTURE L Bannan-Ritland B., 2003, ED RES, V32, P21, DOI DOI 10.3102/0013189X032001021 Barab S, 2005, ETR&D-EDUC TECH RES, V53, P86, DOI 10.1007/BF02504859 Barab SA, 2000, J RES SCI TEACH, V37, P719, DOI 10.1002/1098-2736(200009)37:7<719::AID-TEA6>3.0.CO;2-V BARRON L, 1993, ARITHMETIC TEACHER, V40, P474 DEDE C, 2004, P AM ED RES ASS C Gee JP, 2003, WHAT VIDEO GAMES HAVE TO TEACH US ABOUT LEARNING AND LITERACY, P1 GURELL S, 2008, OPEN ED RESOURCES HD Jonassen D, 2000, THEORETICAL FOUNDATIONS OF LEARNING ENVIRONMENTS, pIII Kafai Y. B., 2006, GAMES CULTURE, V1, P36, DOI DOI 10.1177/1555412005281767 Lewis M, 2002, COMMUN ACM, V45, P27 Mol ACA, 2008, IEEE COMPUT GRAPH, V28, P6 *OGRE 3D, 2010, OP SOURC GRAPH ENG W Piaget Jean, 1970, STRUCTURALISM Robertson J, 2005, COMMUN ACM, V48, P61, DOI 10.1145/1039539.1039571 SQUIRE K, 2007, ED DESIGN USE SIMULA, P264 Steinkuehler C. A., 2006, GAMES CULTURE, V1, P1, DOI [10.1177/1555412006290440, DOI 10.1177/1555412006290440] STOWELL T, 2010, INT J GAMING COMPUTE, V1, P20 VANECK R, 2007, ED DESIGN USE SIMULA, P31 TC 1 Z9 1 SN 1939-1382 PD APR-JUN PY 2010 VL 3 IS 2 BP 85 EP 90 DI 10.1109/TLT.2010.3 UT WOS:000292541200003 ER PT S AU Chen, Q AF Chen, Qing BE Tsang, P Cheung, SKS Lee, VSK Huang, RH TI Use of Open Educational Resources: Challenges and Strategies SO HYBRID LEARNING SE Lecture Notes in Computer Science CT 3rd International Conference on Hybrid Learning CY AUG 16-18, 2010 CL Beijing, PEOPLES R CHINA AB Since MIT announced its OpenCourseWare Program in 2001, Open educational resources has gradually developed into a practical hotspot and got rapidly development in the higher education field of the world. In a sense, the essence and ultimate purpose of the existing and development of OER is effective sharing and utilization of it. How to facilitate the sharing and utilization of OER among the society is one of the key issues in the OER research and development area at present. This paper, based on the literature research and web search methods, has studied the present status of utilization of OER and related researches, analyzed the challenges or problems in OER's sharing and using, and put forward a series of strategies which are expected to facilitate the effective utilization of OER from the three perspectives of technology, mechanism, and pedagogy. CR Atkins D. E., 2007, REV OPEN ED RESOURCE BATES T, 2009, BARRIES EFFECTIVE US DANTONI S, 2009, J OPEN DISTANCE LEAR, V24, P3 Deimann M., 2007, C ICL 2007 VILL AUST Geser G., OPEN ED PRACTICES RE Hatakka M., 2009, ELECT J INFORM SYSTE, V37, P1 *ISKME, 2008, CREAT DOING SUST OER JOHNSTONE SM, 2005, EDUCAUSE Q KAI Z, 2009, DISTANCE ED RES LIN Q, 2004, THESIS CENTRAL S U LITTLEJOHN A, 2003, J INTERACTIVE MEDIA LONG W, 2006, THESIS CAPITAL NORMA LONG W, 2008, 2008 INT C OP ED RES LONG W, 2009, OPEN ED RES, V15 *MIT, 2006, 200 PROGR EV FIND RE OECD, 2007, GIV KNOWL FREE EM OP OLIVER M, 2003, J INTERACTIVE MEDIA QINFENG D, 2007, ANAL QUALITY COURSE YANG Z, COMP EVALUATION ACCE YIHAI C, 2008, CHINA ED INFORM YOUMEI W, 2007, ASSESSMETN ACCESSIBI INTRO PLAN USE OPEN USE OPEN ED RESOURCE TC 1 Z9 1 SN 0302-9743 BN 978-3-642-14656-5 PY 2010 VL 6248 BP 339 EP 351 UT WOS:000286500800031 ER PT J AU Tsolis, D Stamou, S Christia, P Kampana, S Rapakoulia, T Skouta, M Tsakalidis, A AF Tsolis, Dimitrios Stamou, Sofia Christia, Paraskevi Kampana, Soultana Rapakoulia, Triseugeni Skouta, Maria Tsakalidis, Athanasios BE Keser, H Ozcinar, Z Kanbul, S TI An adaptive and personalized open source e-learning platform SO WORLD CONFERENCE ON LEARNING, TEACHING AND ADMINISTRATION PAPERS SE Procedia Social and Behavioral Sciences CT 1st World Conference on Learning, Teaching and Administration (WCLTA) CY OCT 29-31, 2010 CL Cairo, EGYPT HO Amer Univ AB This paper proposes the implementation of an adaptive and personalized e-Learning system which is based on open source software and technologies. Adaptation and personalization received very little coverage in e-learning platforms. An e-learning course should not be designed without matching students' and teachers' needs and objectives as closely as possible, and without adapting during course progression. The proposed open source e-learning system offers profiling and personalization services for the teacher and student while at the same time adapts the educational content and tools in the basis of the acquired user's profile. (C) 2010 Published by Elsevier Ltd. CR [Anonymous], 2002, WEBCT COURS MAN SYST Blackboard Inc, 2002, BLACKB COURS MAN SYS Brusilovsky P, 1998, COMPUT NETWORKS ISDN, V30, P291, DOI 10.1016/S0169-7552(98)00082-8 Brusilovsky P., 2002, COMMUN ACM, V45, P31 Brusilovsky P., 2001, ACCESS KNOWLEDGE NEW, P167 Melis E., 2001, INT J ARTIFICIAL INT, V12, P385 Oda T., 1998, P WORKSH WWW BAS TUT Rios A, 1999, FR ART INT, V50, P387 Sabine G., 2005, P INT C ADV LEARN TE, V2005 Soller A, 2003, FR ART INT, V97, P253 Verhoeven B., 2001, P ED MEDIA 2001 WORL, P1949 Weber G., 2001, INT J ARTIFICIAL INT, V12, P351 Weber G., 2001, P 3 WORKSH AD HYP HY, P35 TC 1 Z9 1 SN 1877-0428 PY 2010 VL 9 DI 10.1016/j.sbspro.2010.12.112 UT WOS:000298553200006 ER PT J AU Diez-Palomar, J AF Diez-Palomar, Javier TI Adult Learning Mathematics drawing from a Dialogic Learning Perspective SO ENSENANZA DE LAS CIENCIAS AB This article addresses mathematics education for adult learners. Existing prior research explains that adult learning is different than how children learn. When teachers teach mathematics in adult schools, they have to have in mind aspects such as the context, the role played by the experience gained over the by adults, as well as the ability that everyone has to use mathematics in their daily lives. This article discusses research drawing on how a group of women explain how they understand mathematics, how they define themselves towards mathematics, and what kind of consequences these aspects have on their learning process. The article concludes that building spaces for egalitarian dialogue contributes to open learning possibilities for these women. RI Marcondes, Maria /D-4543-2014 CR Aubert A., 2004, DIALOGAR TRANSFORMAR Behr M. J., 1993, RATIONAL NUMBERS INT, P13 Bishop Alan J., 1999, ENCULTURACION MATEMA BOLT B, 1991, 101 PROYECTOS MATEMA CARRAHER TN, 1982, CADERNOS PESQUISA, V42, P79 Cole M., 2002, CULTURE BIOL PERSPEC, P303 CRUZ JAG, 2002, DIDACTICA MATEMATICA de Corte E., 2000, P INT C MATH ED 21 C, P66 DIEZPALOMAR J, 2004, THESIS U BARCELONA ELLIOTT JC, 1990, J RES MATH EDUC, V21, P160, DOI 10.2307/749143 Engestrom Y, 1999, PERSPECTIVES ACTIVIT, P19, DOI [DOI 10.1017/CBO9780511812774, DOI 10.1017/CB09780511812774.003] Ernest P., 1991, PHILOS MATH ED Evans J., 2000, ADULTS MATH THINKING Flecha R., 2004, RES WIDENING ACCESS, P129 Flecha Ramon, 2000, SHARING WORDS THEORY FREIRE P, 1998, SOMBRA ESTE ARBOL FREIRE P, 1977, EDUCACION COMO PRACT Gee J P., 1999, INTRO DISCOURSE ANAL GIMENEZ J, 1989, ACT 13 C INT PME, P10 Goffman E., 1969, PRESENTATION SELF EV Gomez J., 2006, METODOLOGIA COMUNICA Gonzalez N., 2005, FUNDS KNOWLEDGE THEO Greer B., 1993, J MATH BEHAV, V12, P239 Guba E., 1985, NATURALISTIC INQUIRY GUERRERO A, 1995, MANUAL SOCIOLOGIA ED GUTSTEIN E, 2007, MONTANA ENTHUSIAST, V1, P109 Habermas J, 1987, THEORY COMMUNICATIVE Knowles M. S., 1984, ADULT LEARNER NEGLEC Lave J., 1991, SITUATED LEARNING LE Leontiev A. N., 1981, CONCEPT ACTIVITY SOV, P37 LURIA AR, 1979, PSICOLOGIA PEDAGOGIA McLaren P., 2007, CRITICAL PEDAGOGY WH MCLEOD DB, 1994, J RES MATH EDUC, V25, P637, DOI 10.2307/749576 MEDINA O, 1996, DIALOGOS EDUCACION F, V3, P52 Merriam S.B., 1999, LEARNING ADULTHOOD, Vsecond Moses R., 2001, RADICAL EQUATIONS MA ODONOGHUE J, 2000, PERSPECTIVES ADULTS, P229 PLAZA P, 2004, MATEMATICAS CRITICAS RICO L, 1997, EDUCACIAN MATEMATICA Rogers C, 1969, FREEDOM LEARN VIEW W ROUCHIER A, 1980, RDM, V1, P225 Sanchez-Aroca M., 1999, HARVARD EDUC REV, V69, P320 SAXE GB, 1989, COGNITION INSTRUCT, V6, P325, DOI 10.1207/s1532690xci0604_3 SCRIBNER S, 1977, PSYCHOL LITERACY Shor I., 1987, J EDUC, V169, P11 Stake R. E., 1995, ART CASE STUDY RES Vygotsky L., 1978, MIND SOC TC 1 Z9 1 SN 0212-4521 PD NOV PY 2009 VL 27 IS 3 BP 369 EP 380 UT WOS:000207927000005 ER PT J AU Mishra, A Vijayshri Garg, S AF Mishra, Arundhati Vijayshri Garg, Suresh TI Evaluation of the Undergraduate Physics Programme at Indira Gandhi National Open University: A Case Study SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB The undergraduate science programme was launched at the Indira Gandhi National Open University (IGNOU) in 1991-92 with an enrolment of 1,210 students. The programme was well received, and enrolments increased over the years. However, the success rates have not kept pace with enrolment. In this paper, the authors report the results of an evaluation of the undergraduate physics programme at IGNOU. The evaluation, the first of its type for this programme, adapted the major tenets of the CIPP model. The findings are based on the responses from a randomly chosen sample of 509 learners across India. The methods employed for the study include records, document, and database analysis, surveys, and case studies. Although the University has enhanced access to higher science education, the attrition rate is high (73%), and the success rate is low. The authors recommend that the University review and reorient its strategies for providing good quality, learner-centred higher education in science subjects. The programme should address the concerns of the learners about the effectiveness of the student support systems, the difficulty level, and the learner-friendliness of study materials with the goal of achieving long-term sustainability while maintaining parity with the conventional system. The need for improving the presentation of the courses and simplifying the mathematical details is emphasised. CR Calder J., 2002, ACCESS EQUITY CHALLE, P214 Fozdar B., 2006, INT REV RES OPEN DIS, V7 Kapoor B, 2004, THESIS I GANDHI NATL Kellaghan T., 2003, INT HDB ED EVALUATIO, V1 Khare P., 2004, INDIAN J OPEN LEARNI, V13, P29 Mishra A., 2008, AAOU J OPEN IN PRESS Mishra A, 2008, THESIS I GANDHI NATL Panda S, 1991, EDUC TECHNOL, V1, P168 Pradhan B., 2006, HANDBOOK Quimbo, 2002, ACCESS EQUITY CHALLE, P196 Stufflebeam D. L., 1983, EVALUATION MODELS VI, P117 Vijayshri, 1998, SCI TECHNOLOGY OPEN, P109 TC 1 Z9 1 SN 1492-3831 PY 2009 VL 10 IS 6 BP 106 EP 123 UT WOS:000208237800007 ER PT J AU Bozkaya, M Aydin, IE AF Bozkaya, Muejgan Aydin, Irem Erdem TI The relationship between teacher immediacy behaviors and learners' perceptions of social presence and satisfaction in Open and Distance Education: The case of Anadolu University Open Education Faculty SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY AB There are a significant number of studies in the literature stressing the important role of teacher immediacy behaviors on learners' perceptions of social presence and satisfaction in open and distance learning environments. Yet, those studies were conducted in different open and distance education institutions than the current example of which unique characteristics and applications are commonly recognized in the field. Unlike others, the current study examined the effects of both verbal and nonverbal instructor immediacy behaviors on learners' perceptions of social presence and satisfaction in face-to-face academic tutoring services provided in open and distance learning environments. Results indicated a moderate and positive relationship between the control variable and outcome variables. CR Andersen J. F., 1979, J APPLIED COMMUNICAT, V7, P153, DOI 10.1080/00909887909365204 ANDERSEN JF, 1979, TEACHER IMMEDIACY PR ANDERSEN JF, 1982, NONVERBAL IMMEDIACY Biner P. M., 1993, AM J DISTANCE ED, V7, P62 BINER PM, 1994, AM J DISTANCE ED, V8, P6071 CHRISTOPHEL DM, 1990, COMMUN EDUC, V39, P323 GORHAM J, 1988, COMMUN EDUC, V37, P40 Gunawardena C. N., 1997, AM J DISTANCE ED, V11, P8, DOI DOI 10.1080/08923649709526970 HACKMAN MZ, 1990, COMMUN EDUC, V39, P196 KELLER JM, 1987, PERFORMANCE INST NOV, P1 Knapp ML, 1980, ESSENTIALS NONVERBAL MEHRABIA.A, 1967, J VERB LEARN VERB BE, V6, P294, DOI 10.1016/S0022-5371(67)80113-0 Neill S., 1991, CLASSROOM NONVERBAL NEWLIEP J, 1997, COMMUN EDUC, V24, P431 PICCIANO AG, 2001, DISTANCE LEARNING MA, P70 Richmond V.P., 2003, COMMUNICATION Q, V51, P502 SANDERS JA, 1990, COMMUN EDUC, V39, P341 SERTER N, 2002, UL AR KAT AC UZ EG S Shearer R. L., 1994, AM J DISTANCE ED, V8, P36 Short J., 1976, SOCIAL PSYCHOL TELEC THWEATT KS, 1996, COMMUNICATION RES RE, V13, P98 WILLIAMS R, 1976, J EDUC PSYCHOL, V69, P48 TC 1 Z9 1 SN 1303-6521 PD JUL PY 2008 VL 7 IS 3 BP 64 EP 70 UT WOS:000259809300008 ER PT B AU Hammad, S Sarie, T Al-Ayyoub, AE AF Hammad, S Sarie, T Al-Ayyoub, AE BE Malpica, F Tremante, A Sala, N TI A regional integrated virtual learning environment: The AOU's experience SO INTERNATIONAL CONFERENCE ON EDUCATION AND INFORMATION SYSTEMS: TECHNOLOGIES AND APPLICATIONS, PROCEEDINGS CT International Conference on Education and Information Systems - Technologies and Applications (EISTA 03) CY JUL 31-AUG 02, 2003 CL Orlando, FL AB In this paper we propose to construct a Regional Integrated Virtual Learning Environment (RIVLE) for the Arab Open University (AOU). AOU is a new non-profit learning institution with branches in six Arab countries and more branches scheduled to open in the near future. The university adopts an open learning methodology. We describe the major elements of the RIVLE and their interaction. We present a generic interface between the RIVLE and the Student Information System (SIS). We focus on the characteristics of the pedagogical model in the Arab Open University context and explain why RIVLE would be a perfect fit for this model. We argue that the potential benefits of a RIVLE are realized in such a setting. We also study the possibility of extending the RIVLE to existing learning institutions in the region. CR Barajas M., 2000, ED TECHNOLOGY SOC, V3, P39 BIRTAIN S, 573 JTAP Bourne J. R., 1998, JALN, V2, P70 INGRAHAM B, 2002, ED TECHNOLOGY REV, V10, P28 LOOMS T, SURVEY COURSE TEST D THAIUPATHUMP C, 1999, J ASYNCHRONOUS LEARN, V3, P1 TC 1 Z9 1 BN 980-6560-03-5 PY 2003 BP 513 EP 518 UT WOS:000189402300098 ER PT J AU Dunn, MA AF Dunn, MA TI Staying the course of open education SO EDUCATIONAL LEADERSHIP TC 1 Z9 1 SN 0013-1784 PD APR PY 2000 VL 57 IS 7 BP 20 EP 24 UT WOS:000086388800005 ER PT S AU Weber, W AF Weber, W BE Juliff, P Kado, T Barta, BZ TI Learn : line - An educational environment on the web SO EDUCATING PROFESSIONALS FOR NETWORK-CENTRIC ORGANIZATIONS SE INTERNATIONAL FEDERATION FOR INFORMATION PROCESSING CT International Working Conference on Educating Professionals for Network-Centric Organisations CY AUG 23-28, 1998 CL SAITAMA, JAPAN AB On the basis of the "Proposal for the Pedagogical Role of the NRW-Educational server", learn:line was developed as a platform to the exchange of information as well as mutual communication and cooperation. learn:line officially started on February 17th, 1997 on the Web (http://www.learn-line.nrw.de). Work areas relating to particular topics me characteristic of the NRW-Educational Server. They represent a kind of learning arrangement and provide an infrastructure for encouraging learning. Within a work area users will continually come across a selection of the following modules: media center, notice board foyer, seminar room conference room and work room. Such work areas can be used to help the planning and analysis of the educational process, to increase co-operation between teachers and with others, to support existing and to try out new forms of further education and consultation. and in particular, to support learning processes - i.e. as a nov medium for specialist and interdisciplinary learning. The paper shows - in two examples - how, by using this nov medium, a higher quality of learning and working in schools can be achieved - by teachers and pupils: 'Learning with new media' - a work area especially for leachers need and 'Young People'- a work area especially for pupils' need. CR *LSW, 1996, VORSCHL PAD KONZ NRW TC 1 Z9 1 SN 1571-5736 BN 0-412-84690-X PY 1999 VL 17 BP 1 EP 8 UT WOS:000167233400002 ER PT B AU Chen, AY AF Chen, AY BE Chan, TW Collins, A Lin, JX TI Asian perspectives on a culture of simulation: the challenge of virtual instruction SO PROCEEDINGS OF ICCE'98, VOL 1 - GLOBAL EDUCATION ON THE NET CT 6th International Conference on Computers in Education (ICCE 98) CY OCT 14-17, 1998 CL BEIJING, PEOPLES R CHINA AB There has been a paradigm shift in the understanding of the nature of computers from an early culture of calculation' to a culture of simulation' among most of the users of information technology. The convergence of communications and information technologies to try and create a truly global education' on the Net does raise questions about the use and inherent limitations of virtual or simulated learning environments, specially with regard to cross-cultural communication. A shapshot' of participants at a recent Open Learning conference in Singapore is used to illustrate the very positive perceptions of electronic networked learning environments. The respondents felt that the use of networks for the creation of simulated learning environments does hold out the promise of making the process of education more accessible, effective and cost-effective. There is also recognition that teachers on virtual learning courses are facilitators of learning, and not so much as transmitters of knowledge. However, their perception is often not supported by concrete evidence. The design of virtual courses and learning environments is not unproblematic. Electronic networks are not transparent' in conveying messages - the medium does shape the message. People interpret the information they receive from the senses via culturally-mediated sets of beliefs they have about the world. Aside from technical limitations in designing and implementing distance learning courses there are a number of pedagogical conceptual issues to do with the experientially based nature of learning, and the role of language and culture that need to be explored. There are fundamental differences between Western' and Eastern' cultures, and communicating across cultures is neither simple nor unproblematic. Culture itself cannot be objectified as just another factor to be programmed into designing a virtual environment. This in turn means that the process of education cannot be delivered entirely by means of virtual environments. TC 1 Z9 1 BN 7-04-007336-6 PY 1998 BP 188 EP 197 UT WOS:000077458000029 ER PT J AU Rowley, J AF Rowley, J TI Open learning and IT skills acquisition in higher education SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY TC 1 Z9 1 SN 0007-1013 PD JAN PY 1997 VL 28 IS 1 BP 64 EP 65 DI 10.1111/1467-8535.00007 UT WOS:A1997XT22300007 ER PT J AU ASK, B HAUGEN, H AF ASK, B HAUGEN, H TI THE NORWEGIAN JITOL EXPERIENCE AND NITOL AS A NATIONAL EXTENSION SO JOURNAL OF COMPUTER ASSISTED LEARNING AB JITOL (Just In Time Open Learning) as a project under the DELTA programme was particularly aiming at professional training and upgrading in specified fields. Participation in the project gave valuable experiences with electronic networks and distribution of learning material. A growing interest in flexible learning led to the establishment of a new, national project, NITOL (Norwaynet with IT for Open Learning, 1994-95) that applies the Jitol concept within higher education. Four Norwegian universities and colleges have joined forces in offering courses for credits, online on the academic network, Norwaynet. The combination of electronic conferences and mail systems with attachment/appendix facilities, gives a synergy effect for academic staff and students at the four institutions involved, as well as for groups or individuals that join the electronic learning environment through INTERNET or by private modems. This may be regarded as a continuance of the JITOL activities. CR ASK B, 1995, TELEMATICS FOR EDUCATION AND TRAINING, P91 STAUPE A, 1994, NITOL NORWAYNET IT O TC 1 Z9 1 SN 0266-4909 PD DEC PY 1995 VL 11 IS 4 BP 203 EP 209 DI 10.1111/j.1365-2729.1995.tb00136.x UT WOS:A1995TF91900003 ER PT B AU ASK, B HAUGEN, H AF ASK, B HAUGEN, H BE Held, P Kugemann, WF TI NITOL: Norway-net with IT for open learning SO TELEMATICS FOR EDUCATION AND TRAINING CT Telematics for Education and Training Conference CY NOV 24-26, 1994 CL DUSSELDORF-NEUSS, GERMANY TC 1 Z9 1 BN 90-5199-223-8 PY 1995 BP 91 EP 93 UT WOS:A1995BD78G00013 ER PT B AU SELF, J AF SELF, J BE CERRI, S WHITING, J TI ARTIFICIAL-INTELLIGENCE - THE KEY TO OPEN LEARNING SO LEARNING TECHNOLOGY IN THE EUROPEAN COMMUNITIES CT DELTA CONF ON RESEARCH AND DEVELOPMENT LEARNING TECHNOLOGY IN THE EUROPEAN COMMUNITIES CY OCT 18-19, 1990 CL THE HAGUE, NETHERLANDS TC 1 Z9 1 BN 0-7923-1473-5 PY 1992 BP 341 EP 354 UT WOS:A1992BW61F00031 ER PT J AU MURPHY, KL AF MURPHY, KL TI TURKEYS OPEN-EDUCATION POLICY SO ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT CR KENNEDY B, 1982, TIMES HIGHER ED 1231, P4 MCCISAAC MS, 1988, INT COUNCIL DISTANCE, V17, P22 MCISAAC MS, 1988, EXAMINING DISTANCE E, V9, P106 OZDIL I, 1979, OPEN U C ED ADULTS D STUDENTS ANADOLU U O 1988, DISTANCE ED ITS CONT TC 1 Z9 1 SN 1042-1629 PY 1989 VL 37 IS 2 BP 122 EP 123 DI 10.1007/BF02298296 UT WOS:A1989U721800012 ER PT J AU DESILVA, R AF DESILVA, R TI RESOURCE CENTER SUPPORT FOR OPEN LEARNING - A FRAMEWORK SO PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY CR BAGLEY B, 1985, INSIDE OPEN LEARNING BESWICK NW, 1972, 43 EV METH ED SCH CO COFFEY J, 1984, ED MEDIA INT, V3, P10 DAVIES WJK, 1987, AUTONOMY LEARNING PR DESILVA R, 1987, PROGRAM LEARN EDUC T, V24, P43 HARGREAVES D, 1975, DEVIANCE CLASSROOM LEWIS R, 1985, NEW OPPORTUNITIES NE PAINE N, 1985, LIGHTS DARKNESS SIDGREAVES I, 1987, PROGRAMMED LEARNING, V24, P7 SKILBECK M, 1983, PLANNING CURRICULUM SPENCER D, 1980, THINKING OPEN LEARNI STACEY M, 1987, OPEN LEARNING JUN, P47 TUCKER RN, 1987, DEV RESOURCE CTR UNE TC 1 Z9 1 SN 0033-0396 PD AUG PY 1988 VL 25 IS 3 BP 231 EP 236 UT WOS:A1988Q729000006 ER PT J AU HOLT, D BONNICI, J AF HOLT, D BONNICI, J TI LEARNING TO MANAGE THROUGH OPEN LEARNING - A CASE-STUDY IN INTERNATIONAL COLLABORATION SO PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY CR BATES T, 1977, IET PAPERS BROADCAST, V77 *DEAK U, 1987, DIST ED DEAK STYL, P1 EVANS T, 1988, 14TH WORLD C INT COU, P1 NORTHCOTT P, 1986, PROGRAM LEARN EDUC T, V23, P41 TC 1 Z9 1 SN 0033-0396 PD AUG PY 1988 VL 25 IS 3 BP 245 EP 257 UT WOS:A1988Q729000009 ER PT J AU MISITI, FL LESNIAK, RJ AF MISITI, FL LESNIAK, RJ TI FACTORS INFLUENCING THE INITIATION AND THE CONTINUATION OF OPEN-EDUCATION PROGRAMS SO EDUCATION CR ANDERSON RH, 1973, J RES DEV ED FAL, P63 HEIN GE, 1976, HDB CONT ED, P551 HILTON E, 1975, INSTRUCTOR AUG, P14 MILLER W, 1973, ED LEADERSHIP OCT, P63 SAND O, 1971, CURRICULUM CHANGE 1, P220 SHANE H, 1973, ED LEADERSHIP MAR, P507 TC 1 Z9 1 SN 0013-1172 PY 1980 VL 101 IS 2 BP 200 EP 204 UT WOS:A1980KW90100038 ER PT J AU NEWPORT, JF AF NEWPORT, JF TI WHAT IS OPEN-EDUCATION - EVEN THE EXPERTS ARENT QUITE SURE SO PHI DELTA KAPPAN CR HANIF M, 1979, CONT ED WIN, P108 WALBERG HJ, 1979, PHI DELTA KAPPAN NOV, P182 TC 1 Z9 1 SN 0031-7217 PY 1980 VL 62 IS 3 BP 215 EP 216 UT WOS:A1980KP94500022 ER PT J AU BARTH, RS AF BARTH, RS TI BEYOND OPEN-EDUCATION SO PHI DELTA KAPPAN CR BARTH RS, 1969, J EDUCATIONAL PH NOV BUSSIS AM, 1970, ANALYSIS APPROACH OP FEATHERSTONE J, 1967, NEW REPUBLIC 0909 FEATHERSTONE J, 1967, NEW REPUBLIC 0902 FEATHERSTONE J, 1967, NEW REPUBLIC 0810 FEATHERSTONE J, 1971, SCH WHERE CHILDREN L HAWKINS D, 1965, SCI CHILDREN FEB HAWKINS D, 1969, MATHEMATICS TEAC SPR MURROW C, 1971, CHILDREN COME FIRST NYQUIST EB, 1972, OPEN EDUCATION SOURC PLOWDEN B, 1966, CHILDREN THEIR PRIMA, V1 RATHBONE CH, 1971, OPEN EDUCATION INFOR ROGERS V, 1970, TEACHING BRIT PRIMAR Silberman C. E., 1970, CRISIS CLASSROOM Silberman C. E., 1973, OPEN CLASSROOM READE WALBERG H, OEC170628053936 US O WEBER L, 1971, ENGLISH INFANT SCH I YEOMANS E, 1967, EDUCATION INITIATIVE TC 1 Z9 1 SN 0031-7217 PY 1977 VL 58 IS 6 BP 489 EP 492 UT WOS:A1977CU27600015 ER PT J AU BONDESON, W AF BONDESON, W TI OPEN LEARNING - CURRICULA, COURSES, AND CREDIBILITY SO JOURNAL OF HIGHER EDUCATION TC 1 Z9 1 SN 0022-1546 PY 1977 VL 48 IS 1 BP 96 EP 103 DI 10.2307/1979176 UT WOS:A1977CV86300006 ER PT J AU DOHMEN, G AF DOHMEN, G TI INTRODUCTION - OPEN LEARNING IN UNIVERSITY - TRENDS, EXPERIENCES, PROBLEMS SO INTERNATIONAL REVIEW OF EDUCATION CR CROSS KP, 1976, ACCENT LEARNING IMPR DOHMEN G, 1970, FERNSTUDIUM MEDIENVE, V4 FLITNER A, 1976, NUMERUS CLAUSUS SEIN FURNISS WT, 1971, HIGHER EDUCATION EVE LOHMAR U, 1975, DOPPELTE FLASCHENHAL MACKENZIE N, 1975, OPEN LEARNING SYSTEM MCINTOSH NE, 1974, HIGHER EDUCATION REV, V7 MEDSKER L, 1975, EXTENDING OPPORTUNIT MUNROE D, 1973, CASE STUDY ALTERNATI *OP U COMM, 1972, OP TERT ED AUSTR *TEL RED ERZ COMM, 1975, DIST ED, P47 1975, REPORT SURVEY ESTIMA 1975, 2ND NAT C OP LEARN N 1975, REPORT U AIR 1976, 3RD NAT C OP LEARN N TC 1 Z9 1 SN 0020-8566 PY 1977 VL 23 IS 2 BP 171 EP 177 DI 10.1007/BF00598826 UT WOS:A1977EB24300001 ER PT J AU HUNT, TC AF HUNT, TC TI OPEN EDUCATION - COMPARISON, AN ASSESSMENT, AND A PREDICTION SO PEABODY JOURNAL OF EDUCATION CR CREMIN LA, 1961, TRANSFORMATION SCH P, P348 DEWEY J, 1959, DEWEY EDUCATION SELE, P122 GALLUP GH, 1974, PHI DELTA KAPPAN, V56, P21 HOUSE ER, 1974, PHI DELTA KAPPAN, V55, P663 KRUG EA, 1966, SALIENT DATES AM EDU, P122 *PROGR ED ASS, 1938, PROGR ED ADV, P5 TC 1 Z9 1 SN 0031-3432 PY 1976 VL 53 IS 2 BP 110 EP 114 UT WOS:A1976BC63300009 ER PT J AU MORGAN, K AF MORGAN, K TI CHILDREN, BONSAI TREES, AND OPEN-EDUCATION SO JOURNAL OF EDUCATIONAL THOUGHT CR BERNSTEIN B, 1969, PERSPECTIVES PLOWDEN, P56 Bernstein B., 1961, EDUC ECON SOC, P288 Bruner J., 1966, STUDIES COGNITIVE GR Bruner J. S., 1966, THEORY INSTRUCTION CORNFORD FM, 1962, BEFORE AFTER SOCRATE, P5 DEARDEN RF, 1968, PHILOSOPHY PRIMARY E, P25 DESCARTES R, 1969, PHILOSOPHICAL WORKS, V1 ESLAND GM, 1971, KNOWLEDGE CONTROL NE, P70 GARSIDE C, 1972, MOTHER NOT PERSON, P10 GRAUBARD A, 1974, FREE CHILDREN, P164 HALSTEAD WG, 1966, PERCEPTUAL DEVELOPME, P5 Kohlberg L., 1971, COGNITIVE DEV EPISTE, P151 LARON E, 1974, FREE TO BE YOU ME, P112 MORGAN K, PHILOSOPHY OPEN EDUC MUSSEN PH, 1963, PSYCHOLOGICAL DEVELO PIERCY M, 1973, BE USE, P3 POSTMAN N, 1969, RADICAL SCH REFORM, P167 SCHEFFLER I, 1966, PHILOS ED MODERN REA, P99 STEVENSON HW, 1966, CONCEPTS DEVELOPMENT, V31 THELAN H, 1960, EDUCATION HUMAN QUES, P47 TC 1 Z9 1 SN 0022-0701 PY 1976 VL 10 IS 1 BP 22 EP 33 UT WOS:A1976BS01800003 ER PT J AU PORTAL, C AF PORTAL, C TI PLACE OF OPEN LEARNING IN SECONDARY-SCHOOL HISTORY SO JOURNAL OF CURRICULUM STUDIES CR Auerbach E., 1953, MIMESIS REPRESENTATI BAKER D, 1973, J CURRICULUM STUDIES, V5, P1 Barnes D., 1969, LANGUAGE LEARNER SCH Barthes R., 1970, STRUCTURALISM READER BASSETT GW, 1940, THESIS U LONDON Britton James, 1970, LANGUAGE LEARNING Bronfenbrenner U, 1970, 2 WORLDS CHILDHOOD BRUNER J, 1966, TOWARD THEORY INSTRU BRUNER JS, 1974, BEYOND INFORMATION G CAMERON B, 1975, AGENDA, V12, P4 COLTHAM J, 1971, EDUCATIONAL OBJECTIV FRIEDLANDER BZ, 1968, HARVARD EDUCATIONAL, V35 GAGNE RM, 1963, J RESEARCH SCI TEACH, V1 GAY P, 1975, STYLE HISTORY HALLAM RN, 1967, EDUCATIONAL REV, V19 HOETKER J, 1969, AM EDUCATIONAL RESEA, V6 JONES RM, 1968, FANTASY FEELING EDUC LAMONT WM, 1972, REALITIES TEACHING H LANGER SK, 1967, MIND LAWTON D, 1968, SOCIAL CLASS LANGUAG NEISSER U, 1963, BRIT J PSYCHOLOGY, V54 WATTS DG, 1972, LEARNING HISTORY WESTBURY I, 1973, J CURRICULUM STUDIES, V5, P2 WILLIAMS N, 1973, LANGUAGE VALUES TC 1 Z9 1 SN 0022-0272 PY 1976 VL 8 IS 1 BP 35 EP 43 DI 10.1080/0022027760080105 UT WOS:A1976BU61600004 ER PT J AU ROGERS, JS AF ROGERS, JS TI READING PRACTICES IN OPEN EDUCATION SO READING TEACHER CR Austin M., 1963, 1 R BARTH RS, 1973, SATURDAY REV WORLD, V1, P58 CANE B, 1971, ROOTS READING Chall J. S., 1967, LEARNING READ GREAT ERGER DV, 1972, THESIS ST JOHNS U EVANS JT, 1971, CHARACTERISTICS OPEN EVANS JT, 1972, ACTIVITY ANALYSIS US GARDNER DEM, 1950, LONG TERM RESULTS IN GODDARD NL, 1958, READING MODERN INFAN HERNDON J, 1965, WAY ITS SPOZED TO BE HERTZBURG A, 1971, SCH ARE FOR CHILDREN HOLT J, 1967, HOW CHILDREN LEARN KATZ LG, 1972, RESEARCH OPEN EDUCAT Kohl H., 1967, 36 CHILDREN Kozol J., 1967, DEATH EARLY AGE MANOLAKES T, 1972, NATIONAL ELEMENTARY, V52, P11 MORRIS JM, 1959, READING PRIMARY SCH PILCHER PS, 1972, EDUCATIONAL LEADERSH, V32, P137 RICHMAN VC, 1972, GRADE TEACHER, V89, P67 SCHNEIR W, 1971, NY TIMES MAGAZIN APR, P73 SCHNEIR W, 1971, NY TIMES MAGAZIN APR, P76 SCHNEIR W, 1971, NY TIMES MAGAZIN APR, P31 SCHNEIR W, 1971, NY TIMES MAGAZIN APR, P30 SCHNEIR W, 1971, NY TIMES MAGAZIN APR, P93 SCHNEIR W, 1971, NY TIMES MAGAZIN APR, P96 SCHNEIR W, 1971, NY TIMES MAGAZIN APR, P72 SCHUCHAT T, 1972, INFORMAL EDUCATION SILBERMAN EE, 1970, CRISIS CLASSROOM SMITH RT, 1971, RURAL SCH SOUTHGATE V, 1973, READ TEACH, V26, P367 SPODEK B, 1970, OPEN EDUCATION STATON JK, 1974, THESIS OKLAHOMA STAT TOBLER A, 1972, RADICAL PAPERS READI *UK CENTR ADV COUN, 1967, CHILDR THEIR PRIM SC WALBERG HJ, 1972, AM EDUC RES J, V9, P197 WALLEN NE, 1970, CRISIS IN CLASSROOM WARBURTON FW, 1964, EDUCATION ENVIRONMEN WEBER L, 1971, ENGLISH INFANT SCH I WEINER R, 1974, READING TEACHER, V27, P438 WEINER R, 1973, THESIS HOFSTRA U 1971, LIFE, V71, P146 TC 1 Z9 1 SN 0034-0561 PY 1976 VL 29 IS 6 BP 548 EP 554 UT WOS:A1976BG15300005 ER PT J AU SUCKLEY, MH ODELL, RT AF SUCKLEY, MH ODELL, RT TI OPEN LEARNING MODEL USING COMPUTER MANAGED INSTRUCTION SO EDUCATIONAL TECHNOLOGY CR BAKER RE, 1971, INSTRUCTIONAL PRODUC BARBER C, 1972, AFFECTIVE DOMAIN RES BLOCK JH, 1971, MASTERY LEARNING Bloom BS, 1971, HDB FORMATIVE SUMMAT COLLINS K, 1969, STRATEGY MASTERY LEA KAPFER PG, 1971, PREPARING USING INDI POSTLETHWAIT SN, 1969, AUDIO TUTORIAL APPRO TRIEZENBERG HJ, 1972, INDIVIDUALIZED SCIEN TC 1 Z9 1 SN 0013-1962 PY 1976 VL 16 IS 2 BP 39 EP 42 UT WOS:A1976BF98900009 ER PT J AU DEBRUIN, JE AF DEBRUIN, JE TI OPEN EDUCATION - FROM BRISTOL TO USA SO ELEMENTARY SCHOOL JOURNAL CR DEBRUIN JE, 1975, STUDIES OPEN ED, P209 DEBRUIN JE, 1972, THESIS U ILLINOIS TC 1 Z9 1 SN 0013-5984 PY 1975 VL 76 IS 3 BP 132 EP 145 DI 10.1086/460965 UT WOS:A1975AZ85700002 ER PT J AU RESCHLY, D SABERS, D AF RESCHLY, D SABERS, D TI OPEN EDUCATION - HAVE WE BEEN THERE BEFORE SO PHI DELTA KAPPAN CR Aiken W. M., 1942, STORY 8 YEAR STUDY BARTLETT RE, 1971, PUBLIC HLTH ENG DESI, P97 BIEHLER RF, 1971, PSYCHOLOGY APPLIED T BRODY G, 1973, THESIS U ARIZONA Cremin L. A., 1961, TRANSFORMATION SCH DEWEY J, 1938, EXPERIENCE EDUCATION DEWEY J, 1916, DEMOCRACY EDUCATION FEATHERSTONE J, 1971, SCH WHERE CHILDREN L GOLDUPP O, 1972, INVESTIGATION INDEPE HOLT J, 1972, FREEDOM BEYOND Illich I., 1972, DESCHOOLING SOC KERLINGER F, 1958, J SOCIAL PSYCHOLOGY, P111 KERLINGER F, 1966, AM EDUCATIONAL RESEA, V3, P150 Kohl H. B., 1969, OPEN CLASSROOM KOZOL J, 1972, PSYCHOLOGY TODAY APR, P30 RESCHLY D, 1972, NOV ROCK MT ED RES A RUBOW C, 1972, TEEM IMPLEMENTATION SEASHORE H, 1965, MENTAL MEASUREMENT Y Silberman C. E., 1970, CRISIS CLASSROOM WALBERG HJ, 1972, AM EDUC RES J, V9, P197 TC 1 Z9 1 SN 0031-7217 PY 1974 VL 55 IS 10 BP 675 EP 677 UT WOS:A1974T124300005 ER PT J AU ROTHWELL, J AF ROTHWELL, J TI SECOND THOUGHTS ON OPEN EDUCATION SO ELEMENTARY SCHOOL JOURNAL TC 1 Z9 1 SN 0013-5984 PY 1973 VL 74 IS 3 BP 119 EP 124 DI 10.1086/460809 UT WOS:A1973R747700001 ER PT J AU NAULT, R AF NAULT, R TI OPEN EDUCATION - GRADUALIST APPROACH SO ELEMENTARY SCHOOL JOURNAL CR SMITH LM, 1971, ANATOMY EDUCATIONAL TC 1 Z9 1 SN 0013-5984 PY 1972 VL 73 IS 2 BP 107 EP 111 DI 10.1086/460741 UT WOS:A1972O115600009 ER PT J AU PILCHER, PS AF PILCHER, PS TI OPEN EDUCATION - CASE STUDY SO ELEMENTARY SCHOOL JOURNAL CR BARTH RS, 1969, ED PHILOS THEORY, V1, P29, DOI 10.1111/j.1469-5812.1969.tb00348.x Silberman C. E., 1970, CRISIS CLASSROOM TC 1 Z9 1 SN 0013-5984 PY 1972 VL 73 IS 2 BP 59 EP 67 DI 10.1086/460733 UT WOS:A1972O115600001 ER PT J AU ANDERSON, RA AF ANDERSON, RA TI OPEN LEARNING PLACES SO EDUCATIONAL TECHNOLOGY TC 1 Z9 1 SN 0013-1962 PY 1970 VL 10 IS 6 BP 13 EP 15 UT WOS:A1970G574400004 ER PT J AU Bonk, CJ Lee, MM Kou, XJ Xu, SY Sheu, FR AF Bonk, Curtis J. Lee, Mimi Miyoung Kou, Xiaojing Xu, Shuya Sheu, Feng-Ru TI Understanding the Self-Directed Online Learning Preferences, Goals, Achievements, and Challenges of MIT OpenCourseWare Subscribers SO EDUCATIONAL TECHNOLOGY & SOCIETY AB This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners who subscribed to the monthly OpenCourseWare (OCW) e-newsletter from MIT. Data collection included a 25-item survey of 1,429 newsletter subscribers; 613 of whom also completed an additional 15 open-ended survey items. The 25 close-ended survey findings indicated that respondents used a wide range of devices and places to learn for their self-directed learning needs. Key motivational factors included curiosity, interest, and internal need for self-improvement. Factors leading to success or personal change included freedom to learn, resource abundance, choice, control, and fun. In terms of achievements, respondents were learning both specific skills as well as more general skills that help them advance in their careers. Science, math, and foreign language skills were the most desired by the survey respondents. The key obstacles or challenges faced were time, lack of high quality open resources, and membership or technology fees. Several brief stories of life change across different age ranges are documented. Among the chief implications is that learning something new to enhance one's life or to help others is often more important than course transcript credit or a certificate of completion. CR [Anonymous], 2001, MIT NEWS 0404 Bonk C. J., 2009, ASS LEARNING TECHNOL Brant S., 2013, MIT NEWS 1213 Brookfield S. D., 2013, POWERFUL TECHNIQUES Carson S., 2009, OPEN LEARNING J OPEN, V24, P23 Caswell T., 2008, INT REV RES OPEN DIS, V9, P1 Deci E. L., 2012, HDB SELF DETERMINATI El-Glinay A-H., 2013, NURS EDUC TODAY, V33, P1040 Garrison DR, 1997, ADULT EDUC QUART, V48, P18, DOI 10.1177/074171369704800103 Sze-Yeng F, 2010, PROCD SOC BEHV, V9, DOI 10.1016/j.sbspro.2010.12.423 Hyland N., 2011, INT J SELF DIRECTED, V8, P11 Iiyoshi T., 2008, OPENING ED COLLECTIV Jeon K. S., 2012, HUMAN RESOURCE DEV I, V15, P209 Jung E., 2011, P E LEARN C 2011 WOR, P2581 Kenning C., 2012, COURIER J Kim M., 2014, INT J SELF DIRECTED, V11, P12 Kop R., 2010, INT J SELF DIRECTED, V7, P2 Kunwar A., 2015, MOOCS OPEN ED WORLD, P119 Li STT, 2010, ACAD PEDIATR, V10, P124, DOI 10.1016/j.acap.2009.12.007 Meyers E., 2014, INT J LEARNING MEDIA, V4, P33 MIT, 2007, MIT MARKS OPENCOURSE MIT Open Course Ware, 2012, SIT STAT Mol C., 2013, CHIEF LEARNING OFFIC, V12, P58 Reeve J., 1996, MOTIVATING OTHERS NU Rogers C. R., 1983, FREEDOM LEARN 80S Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037//0003-066X.55.1.68 Song L., 2007, J INTERACTIVE ONLINE, V6, P27 Stenger R, 2001, CNN 0525 Swan K., 2015, MOOCS OPEN ED WORLD, P105 Tan E, 2013, LEARN MEDIA TECHNOL, V38, P463, DOI 10.1080/17439884.2013.783594 Vest C., 2001, MIT NEWS 0404 TC 0 Z9 0 SN 1436-4522 PD APR PY 2015 VL 18 IS 2 SI SI BP 349 EP 365 UT WOS:000354884000026 ER PT J AU Cannell, P AF Cannell, Pete TI Open education SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY AB This short book is a result of a collaborative effort between staff at Mute Publishing and the Media Department at Coventry School of Art and Design (both based in Britain). One could describe it as notes towards a critique of open education. From the perspective of cultural studies, it provides rich material for reflection and further investigation. If the content of this book is likely to be relevant to you, I recommend that you buy a copy for your own use.Pete Cannell CR BROEKMAN PV, 2014, OPEN EDUCATION TC 0 Z9 0 SN 0007-1013 EI 1467-8535 PD JAN PY 2015 VL 46 IS 1 BP E1 EP E2 DI 10.1111/bjet.12260 UT WOS:000348898400001 ER PT J AU Hernandez-Carranza, EE Romero-Corella, SI Ramirez-Montoya, MS AF Hernandez-Carranza, Erika-Elvira Romero-Corella, Sandra-Irene Ramirez-Montoya, Maria-Soledad TI Evaluation of Digital Didactic Skills in Massive Open Online Courses: a Contribution to the Latin American Movement SO COMUNICAR AB The aim of this article is to present an evaluation of digital teaching skills in a project funded by the National Distance Education System (SINED) in Mexico conducted on a Massive Open Online Course (MOOC) which was designed to develop competences in teachers in the distance learning or classroom setting for the integration of open educational resources (OER). The course was conducted by the Regional Open Latin American Community for Social and Educational Research (Clarise), and posed the question: how are distance learning didactic competences using OER developed? The aim was to identify and evaluate how OER were used and the form they took throughout the stages of the open education movement. The study deployed a mixed methodology with instruments such as emailed questionnaires for the MOOC participants, viewing screens in the discussion forums and anecdotal evidence. The results show that MOOC participants were able to develop digital teaching skills, identify how to use OER and how the training process occurs in the open education movement. Constraints to the development of these skills were also seen in the acculturation in the open education movement, as well as limitations on the design of distance learning models that promote these skills and the recognition of informal learning. CR Aguaded-Gomez JI, 2011, COMUNICAR, P7, DOI 10.3916/C37-2011-01-01 AMADOR C. M., 2013, REV IBEROAMERICANA E, V62, P1 [Anonymous], 2013, CHRONICLE Atkins D. E., 2007, REV OPEN ED RESOURCE BARRON M. C., 2009, PERFILES ED, V31, P76 BUSTO-GONZALEZ A., 2005, ESTRATEGIAS DIDACTIC CARMONA E., 2008, DASHBOARD DIGITAL DO Creswell J. W., 2011, DESIGNING CONDUCTING DANIEL J., 2012, MAKING SENSE MOOOCS DELORS J, 1994, ED ENCIERRA TESORO DE-PABLOS J., 2010, RUSC, V7, P6 Downes S, 2012, CONNECTIVISM CONNECT EUROPEAN COMMISSION, 2010, E SKILLS 21 CENT FERNANDEZ F., 2007, REV FORUM EUROPEO AD, V11, P4 GROS B., 1926, REV IBEROAMERICANA E, V42, P103 Johnson R. B., 2004, ED RES, V33, P14, DOI DOI 10.3102/0013189X033007014 KOP R., 2015, INT REV RES OPEN DIS, V12, P94 LEBER J., 2012, TECHNOLOGY REV, P116 MARQUES P., 2011, DOCENTES FUNCIONES R Merriam S. B, 2009, QUALITATIVE RES GUID PAEZ R., 1988, REV IBEROAMERICANA E, V5, P282 PEREZ-RODRIGUEZ M. A., 2012, COMUNICAR, V39, P17 Popkewitz TS, 2009, YEARB NATL SOC STUD, V108, P1 RAMIREZ M., 2013, RUSC, V10, P170 RAMIREZ M. S., 2013, COMPETENCIAS DOCENTE RODRIGUEZ O, 2012, EUROPEAN J OPEN DIST, P2 Rychen D. S., 2001, DEFINING SELECTING K Selvi K, 2010, CULTURA, V7, P167 SHAIKH K., 2012, DIGITAL ED REV, V21, P23 SIEMENS G., 2006, KNOWING KNOWLEDGE EB Siemens G., 2004, LEARNING THEORY DIGI SILVA J., 1986, INTERACTIVE ED MULTI, V16, P66 SINED-Clarise, 2012, PORTAL PROYECTO SINE SOCIEDAD MAX PLANCK, 1954, GEO TROPICO, V1, P152 Stake R.E., 2007, INVESTIGACION CON ES Thomas M, 2011, DECONSTRUCTING DIGITAL NATIVES: YOUNG PEOPLE, TECHNOLOGY, AND THE NEW LITERACIES, P1 TOBON S, 2005, FORMACION BASADA COM TSCHOFEN C, 1943, INT REV RES OPEN DIS, V13, P124 UNESCO, 2012, DECL PAR 2012 REA UNESCO, 2008, EST COMP TIC DOC E B VALENZUELA J., 2012, FUNDAMENTOS INVESTIG, V2 VALENZUELA J., 2012, FUNDAMENTOS INVESTIG, V3 Yin R, 2009, CASE STUDY RES Zabalza M.A., 2003, COMPETENCIAS DOCENTE TC 0 Z9 0 SN 1134-3478 EI 1988-3293 PD JAN PY 2015 IS 44 BP 81 EP 90 DI 10.3916/C44-2015-09 UT WOS:000347158900009 ER PT J AU Kimmons, RM AF Kimmons, Royce M. TI Developing Open Education Literacies with Practicing K-12 Teachers SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB This study seeks to understand how to use formal learning activities to effectively support the development of open education literacies among K-12 teachers. Considering pre-and post-surveys from K-12 teachers (n = 80) who participated in a three-day institute, this study considers whether participants entered institutes with false confidence or misconceptions related to open education, whether participant knowledge grew as a result of participation, whether takeaways matched expectations, whether time teaching (i.e., teacher veterancy) impacted participant data, and what specific evaluation items influenced participants' overall evaluations of the institutes. Results indicated that 1) participants entered the institutes with misconceptions or false confidence in several areas (e.g., copyright, fair use), 2) the institute was effective for helping to improve participant knowledge in open education areas, 3) takeaways did not match expectations, 4) time teaching did not influence participant evaluations, expectations, or knowledge, and 5) three specific evaluation items significantly influenced overall evaluations of the institute: learning activities, instructor, and website / online resources. Researchers conclude that this type of approach is valuable for improving K-12 teacher open education literacies, that various misconceptions must be overcome to support large-scale development of open education literacies in K-12, and that open education advocates should recognize that all teachers, irrespective of time teaching, want to innovate, utilize open resources, and share in an open manner. CR Adler R. P., 2008, EDUCAUSE REV, V43, P16 Atkins D. E., 2007, REV OPEN ED RESOURCE Baker J., 2009, INT REV RES OPEN DIS, V10 Baraniuk R. G., 2007, OPENING ED, P229 Budapest Open Access Initiative, 2002, READ BUD OP ACC IN B Carey T., 2007, OPENING ED COLLECTIV, P181 Creswell J. W., 2008, ED RES PLANNING COND, V3rd DuFour R, 2004, EDUC LEADERSHIP, V61, P6 Fini A, 2009, INT REV RES OPEN DIS, V10, P5 Furlough M, 2010, TEACH COLL REC, V112, P2623 Garnett Fred, 2012, RES LEARNING TECHNOL, V19 Getz M., 2005, OPEN SCHOLARSHIP RES Gur B., 2008, CANADIAN J LEARNING, V33 Hilton J., 2012, OPEN LEARNING, V27, P265 Houghton J., 2006, EC IMPACT ENAHNCED A Idaho State Department of Education, 2007, IS SCH DISTRICT PROF Jenkins H, 2006, CONFRONTING CHALLENG Kimmons R., EXAMINING TPACKS FUT Kimmons R., 2014, TECHNOLOGY OPEN ED S Kop R., 2010, INT J SELF DIRECTED, V7, P2 Laakso M, 2011, PLOS ONE, V6, DOI 10.1371/journal.pone.0020961 Mishra P., 2007, TECHNOLOGY TEACHER E, V2007, P2214 OECD, 2007, GIV KNOWL FREE EM OP Papert S., 1987, EDUC RES, V16, P22 Petrides L., 2011, OPEN LEARNING, V26, P39, DOI DOI 10.1080/02680513.2011.538563 Rheingold Howard, 2010, EDUCAUSE Review, V45 Rogers E. M., 1962, DIFFUSION INNOVATION Tonks D, 2013, INT REV RES OPEN DIS, V14, P255 UNESCO, 2002, FOR IMP OP COURC HIG Veletsianos G, 2012, INT REV RES OPEN DIS, V13, P166 Walker E., 2007, OPENING ED COLLECTIV, P77 Wiley D., 2010, ITERATING OPENNESS Wiley D., 2012, GAME CHANGERS ED INF, P81 Wiley D., 2012, INT REV RES OPEN DIS, V13, P262 Wiley D., 2003, AUTOUNFOCUS BLOG TC 0 Z9 0 SN 1492-3831 PD DEC PY 2014 VL 15 IS 6 BP 71 EP 92 UT WOS:000350429500006 ER PT J AU Kursun, E Cagiltay, K Can, G AF Kursun, Engin Cagiltay, Kursat Can, Gulfidan TI An Investigation of Faculty Perspectives on Barriers, Incentives, and Benefits of the OER Movement in Turkey SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB The purpose of this survey study is to investigate faculty's perceptions of the main incentives, barriers, and benefits to publishing their course materials for free within the open educational resources (OER) movement. Data were collected from an online survey of 1,637 faculty from 56 universities in Turkey. Results showed that even though the majority of the participants' perceptions of OER benefits and their attitudes toward publishing their course materials were positive, legal issues were perceived as an obstacle to effective application. Intellectual property protection mechanisms were perceived as the most important incentive to facilitate their contribution. CR Albright P., 2005, FINAL FORUM REPORT Amiel T, 2013, INT REV RES OPEN DIS, V14, P126 Atkins D. E., 2007, REV OPEN ED RESOURCE Bissell Ahrash, 2007, Educational Technology, V47 Bissell A., 2009, OPEN LEARNING J OPEN, V24, P97, DOI DOI 10.1080/02680510802627886 Browne T. J., 2009, SAME PLACES DIFFEREN Carson Stephen, 2007, Educational Technology, V47 Carson S., 2006, 2005 MIT OCW PROGRAM Casserly Catherine M, 2007, Educational Technology, V47 Cobo C, 2013, INT REV RES OPEN DIS, V14, P106 Conole G., 2010, LOOKING TOWARD THE F, P123 Creswell J. W., 2005, EDUCATIONAL RESEARCH D'Antoni S., 2009, OPEN LEARNING, V24 Geser G., 2007, OLCOS ROADMAP 2012 Henson S., 2005, PROCEEDING OF ADVANC, P70 Hodgkinson-Williams C. A., 2010, BENEFITS AND CHALLEN Hylen J., 2006, P OP ED 2006 COMM CU, P49 Ives C, 2013, INT REV RES OPEN DIS, V14, P1 Johnson B., 2004, EDUCATIONAL RESEARCH Johnstone S. M., 2005, EDUCAUSE Q, V28, P15 Krosnick J. A., 1997, SURVEY MEASUREMENT A Lee MY, 2008, MED TEACH, V30, P159, DOI 10.1080/01421590701881665 Matkin G., 2006, PROCEEDINGS OF THE D Mtebe J., 2014, INTERNATIONAL REVIEW, V15, P2 Mulder F., 2013, INTERNATIONAL REVIEW, V14 OECD, 2007, GIVING KNOWLEDGE FOR Okonkwo C., 2012, INTERNATIONAL REVIEW, V13 Pena H. R., 2009, OPEN AND LIBRARIES C, V1 Potter K. D., 2003, USING OPEN COURSEWAR Preston P., 2006, PROCEEDINGS OF OPEN, P101 Questier F., 2008, OPEN COURSEWARE AND Schaffert S., 2008, ELEARNING PAPERS Sclater N, 2010, CHANGING CULTURES IN HIGHER EDUCATION: MOVING AHEAD TO FUTURE LEARNING, P485, DOI 10.1007/978-3-642-03582-1_37 Sclater N, 2011, CONTENT MANAGEMENT FOR E-LEARNING, P179, DOI 10.1007/978-1-4419-6959-0_10 Smith M. S., 2006, CHANGE, V38, P8, DOI 10.3200/CHNG.38.5.8-17 Smith MS, 2009, SCIENCE, V323, P89, DOI 10.1126/science.1168018 Stacey P., 2007, FIRST MONDAY, V12 Taylor J. C., 2007, E JOURNAL OF INSTRUC, V10 Usluel YK, 2008, EDUC TECHNOL SOC, V11, P262 Wiley D., 2010, OPEN LEARNING J OPEN, V25, P37, DOI [10.1080/02680510903482132, DOI 10.1080/02680510903482132] Yazici A., 2008, FUTURE E LEARNING CO, P489 Yuan L, 2008, JISC CETIS TC 0 Z9 0 SN 1492-3831 PD DEC PY 2014 VL 15 IS 6 BP 14 EP 32 UT WOS:000350429500003 ER PT J AU Cannell, P AF Cannell, Pete TI Open educational resources: An Asian perspective SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY AB This book provides an up to date review of the higher education production and use of oer across Asia. It forms a valuable resource if you have a specific interest in the development of Open Education around the world but it also provides very useful background for broader issues around the development and use of oer. If the content of this book is likely to be relevant to you, I recommend that you arrange to borrow a copy for a while or, better, download your own copy.Pete Cannell CR DHANARAJAN G, 2013, OPEN ED RESOURCES AS TC 0 Z9 0 SN 0007-1013 EI 1467-8535 PD NOV PY 2014 VL 45 IS 6 SI SI BP E26 EP E27 DI 10.1111/bjet.12225 UT WOS:000344154800001 ER PT J AU Comer, DK Clark, CR Canelas, DA AF Comer, Denise K. Clark, Charlotte R. Canelas, Dorian A. TI Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-Level MOOCs SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB This study aimed to evaluate how peer-to-peer interactions through writing impact student learning in introductory-level massive open online courses (MOOCs) across disciplines. This article presents the results of a qualitative coding analysis of peer-to-peer interactions in two introductory level MOOCs: English Composition I: Achieving Expertise and Introduction to Chemistry. Results indicate that peer-to-peer interactions in writing through the forums and through peer assessment enhance learner understanding, link to course learning objectives, and generally contribute positively to the learning environment. Moreover, because forum interactions and peer review occur in written form, our research contributes to open distance learning (ODL) scholarship by highlighting the importance of writing to learn as a significant pedagogical practice that should be encouraged more in MOOCs across disciplines. CR Adamopoulos P., 2013, 34 INT C INF SYST MI Armstrong D, 1997, SOCIOLOGY, V31, P597, DOI 10.1177/0038038597031003015 Balfour S. P., 2013, RES PRACTICE ASSESSM, V8, P40 Bernard RM, 2004, REV EDUC RES, V74, P379, DOI 10.3102/00346543074003379 Boynton L., 2002, TEACHING ENGLISH 2 Y, V29, P298 Breslow L. B., 2013, RES PRACTICE ASSESSM, V8, P13 Brinton C. G., 2013, ARXIV13122159 Carter M, 2007, COLL COMPOS COMMUN, V58, P385 Chi MTH, 2009, TOP COGN SCI, V1, P73, DOI 10.1111/j.1756-8765.2008.01005.x Cho K, 2006, WRIT COMMUN, V23, P260, DOI 10.1177/0741088306289261 Clara M, 2013, DISTANCE EDUC, V34, P129, DOI 10.1080/01587919.2013.770428 Clifford J., 1981, RES TEACHING ENGLI S, VIS, P37 Comer D., 2013, MOOCS OFFER STUDENTS COOPER MM, 1993, J CHEM EDUC, V70, P476 Crews D. M., 2004, COMMUNITY COLL REV, V32, P1, DOI 10.1177/009155210403200201 Daempfle P. A., 2004, J COLL STUDENT RETEN, V5, P37 Davies C., 2007, CHANGING ENGLISH, V14, P87, DOI 10.1080/13586840701235123 Denzin Norman K., 2009, RES ACT THEORETICAL deWaard I, 2011, INT REV RES OPEN DIS, V12, P94 Elbow Peter, 1973, WRITING TEACHERS Emanuel EJ, 2013, NATURE, V503, P342, DOI 10.1038/503342a Falk JH, 2007, PUBLIC UNDERST SCI, V16, P455, DOI 10.1177/0963662506064240 Garrison D. R., 2001, AM J DISTANCE ED, V15, P7, DOI DOI 10.1080/08923640109527071 Gikandi JW, 2011, COMPUT EDUC, V57, P2333, DOI 10.1016/j.compedu.2011.06.004 Guo P. J., 2014, P 1 ACM C LEARN SCAL, P21 Hawkes M., 2001, Journal of Research on Computing in Education, V33 Heagney M., 2008, IMPROVING STUDENT RE Huang HM, 2002, BRIT J EDUC TECHNOL, V33, P27, DOI 10.1111/1467-8535.00236 Johnson D. W., 1981, ED RES, P5 Joyner F., 2012, J TEACHING LEARNING, V1, P35 Keh C. L., 1990, ELT J, V44, P294, DOI DOI 10.1093/ELT/44.4.294 Kim J., 2012, INSIDE HIGHER ED Kohn A, 2011, EDUC LEADERSHIP, V69, P28 Kolowich S., 2011, INSIDE HIGHER ED Kop R, 2011, INT REV RES OPEN DIS, V12, P74 Kuh G. D., 2008, EXCERPT HIGH IMPACT Lin HS, 2012, INT J SCI EDUC, V34, P25, DOI 10.1080/09500693.2010.551430 Mammino L, 2011, J CHEM EDUC, V88, P1451, DOI 10.1021/ed2000236 Maxwell J. A., 2005, QUALITATIVE RES DESI, V2nd Meisenhelder S., 2013, THOUGHT ACTION, V7 Nemire R., 2014, REPORT 2013 2014 ACA Nystrand M., 1984, ED PUBLICATION, VED 255 914 Pelaez NJ, 2002, ADV PHYSIOL EDUC, V26, P174, DOI 10.1152/advan.00041.2001 Pienta NJ, 2013, J CHEM EDUC, V90, P271, DOI 10.1021/ed400097s Pomerantz J., 2013, DATA METADATA MOOC 3 Reynolds JA, 2012, CBE-LIFE SCI EDUC, V11, P17, DOI 10.1187/cbe.11-08-0064 Rivard LP, 2000, SCI EDUC, V84, P566, DOI 10.1002/1098-237X(200009)84:5<566::AID-SCE2>3.0.CO;2-U Ruey S, 2010, BRIT J EDUC TECHNOL, V41, P706, DOI 10.1111/j.1467-8535.2009.00965.x Salomon G, 1998, REV RES EDUC, V23, P1, DOI 10.2307/1167286 Siemens G., 2005, INT J INSTRUCTIONAL, V2, P3 Sorcinelli M. D., 1997, WRITING LEARN STRATE Topping K. J., 1998, PEER ASSISTED LEARNI Vazquez AV, 2012, J CHEM EDUC, V89, P1025, DOI 10.1021/ed200410k Waldrop MM, 2013, NATURE, V495, P160, DOI 10.1038/495160a Watkins J., 2013, J COLL SCI TEACHING, V42 WILSON JW, 1994, J CHEM EDUC, V71, P1019 Yang YF, 2010, LEARN INSTR, V20, P72, DOI 10.1016/j.learninstruc.2009.01.003 Young J. L., 2012, CHRONICAL HIGHE 0816 Yuan L., 2013, MOOCS OPEN ED IMPLIC Zhang S., 1995, J SECOND LANG WRIT, V4, P209, DOI DOI 10.1016/1060-3743(95)90010-1 TC 0 Z9 0 SN 1492-3831 PD NOV PY 2014 VL 15 IS 5 SI SI BP 26 EP 82 UT WOS:000347627100002 ER PT J AU Avsec, S Rihtarsic, D Kocijancic, S AF Avsec, Stanislav Rihtarsic, David Kocijancic, Slavko TI A Predictive Study of Learner Attitudes Toward Open Learning in a Robotics Class SO JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY AB Open learning (OL) strives to transform teaching and learning by applying learning science and emerging technologies to increase student success, improve learning productivity, and lower barriers to access. OL of robotics has a significant growth rate in secondary and/or high schools, but failures exist. Little is known about why many users stop their OL after their initial experience. Previous research done under different task environments has suggested a variety of factors affecting user satisfaction with different types of OL. In this study, we tested a regression model for student satisfaction involving students' attitudes toward OL usage. A survey was conducted to investigate the critical factors affecting students' achievements and satisfaction in OL of robotics with use of own developed direct manipulation learning environment as learning context. A multiple regression analyses were carried out to investigate how different facets of students' expectations and experiences are related to perceived learning achievements and course satisfaction. Descriptive statistics and analysis of variance was performed to determine the effect of predictor variables to student satisfaction. The results demonstrate that students have significantly positive perceptions toward using OL of robotics as a learning-assisted tool. Furthermore, behavioral intention to use OL is influenced by perceived usefulness and self-efficacy. The following five major categories of satisfaction factors with OL course were revealed during analysis of the studies (effect sizes in parentheses): organization (0.69); implementation (0.61); professional content (0.53); interaction (0.43); self-efficacy (0.14). All these effect sizes were judged to be significant and large. The results also showed that learner-mentor/instructor interaction, learner-professional content interaction, and online and offline self-efficacy were good predictors of student satisfaction and course quality. Peer interactions and self-regulated learning have to be considered carefully. A learner-mentor/instructor and learner-professional content interaction are indicated as most significant interactions. CR Aixia D, 2011, INT J E ED E BUS E M, V1, P264 Allen I. E., 2010, CLASS DIFFERENCES ON Artino AR, 2007, Q REV DISTANCE ED, V8, P191 BANDURA A, 1977, PSYCHOL REV, V84, P191, DOI 10.1037/0033-295X.84.2.191 Bandura A., 1988, COGNITIVE PERSPECTIV, P37 Battalio J, 2007, Q REV DISTANCE ED, V8, P339 Biner P. M., 1997, AM J DISTANCE ED, V11, P23, DOI [10.1080/08923649709526949, DOI 10.1080/08923649709526949] COHEN J, 1992, PSYCHOL BULL, V112, P155, DOI 10.1037/0033-2909.112.1.155 Dakers JR, 2011, INT HDB PRIMARY TECH, P181 De Miranda MA, 2004, INT J TECHNOL DES ED, V14, P61, DOI 10.1023/B:ITDE.0000007363.44114.3b Eisenkraft A, 2010, INT J TECHNOL DES ED, V20, P277, DOI 10.1007/s10798-009-9085-9 Gliner J. A., 2000, RES METHODS APPL SET Greenland S, 2005, INVESTIG U TEACH LEA, V2, P46 Grigouridis E, 2010, CUSTOMER SATISFACTIO Hamner E, 2008, AAAI S US AI MOT GRE Handal B, 2013, ED SCI, V3, P359 Hodges C. B., 2008, PERFORMANCE IMPROVEM, V20, P7, DOI 10.1002/piq.20001 Hoepfl M, 2007, ASSESSMENT TECHNOLOG, P65 Jonassen D., 2006, MODELING TECHNOLOGY Kaminski K, 2009, COMPUT EDUC, V53, P228, DOI 10.1016/j.compedu.2009.01.017 Kelley Todd R, 2008, Journal of Technology Education, V19 Kuo YC, 2013, INT REV RES OPEN DIS, V14, P16 Linacre J, 2008, RASCH MEAS T, V22, P1154 Meyers LS, 2013, PERFORMING DATA ANAL Montgomery D. C., 2001, INTRO LINEAR REGRESS, V3rd Moore MG, 1989, AM J DISTANCE ED, V3, P1, DOI DOI 10.1080/08923648909526659 Moore Michael G., 1996, DISTANCE ED SYSTEMS Mumtaz S., 2000, Journal of Information Technology for Teacher Education, V9 Noel-Levitz, 2011, NAT ONL LEARN PRIOR Nykanen J, 2012, ROBOTICS AUTOMATION, P19 Paechter M, 2010, COMPUT EDUC, V54, P222, DOI 10.1016/j.compedu.2009.08.005 Pawson C, 2012, PSYCHOL TEACH REV, V18, P16 Petrina S, 2007, INT J TECHNOL DES ED, V18, P375 Pombo L, 2012, TECHNOL PEDAGOG EDUC, V21, P21, DOI 10.1080/1475939X.2011.589156 Puzziferro Maria, 2008, American Journal of Distance Education, V22, DOI 10.1080/08923640802039024 Slangen L, 2011, INT J TECHNOL DES ED, V21, P449, DOI 10.1007/s10798-010-9130-8 Stiggins RJ, 2011, INTRO STUDENT INVOLV Sullivan FR, 2008, J RES SCI TEACH, V45, P373, DOI 10.1002/tea.20238 Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 Taylor JS, 2006, J TECHNOL ED, V17, P56 Zadok Y, 2009, INT J TECHNOL DES ED, V19, P289 ZIMMERMAN BJ, 1989, J EDUC PSYCHOL, V81, P329, DOI 10.1037//0022-0663.81.3.329 TC 0 Z9 0 SN 1059-0145 EI 1573-1839 PD OCT PY 2014 VL 23 IS 5 BP 692 EP 704 DI 10.1007/s10956-014-9496-6 UT WOS:000341921200008 ER PT J AU Pirkkalainen, H Jokinen, JPP Pawlowski, JM AF Pirkkalainen, Henri Jokinen, Jussi P. P. Pawlowski, Jan M. TI Understanding Social OER Environments-A Quantitative Study on Factors Influencing the Motivation to Share and Collaborate SO IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES AB Social software environments are increasingly used for open education: teachers and learners share and collaborate in these environments. While there are various possibilities for the inclusion of such social functionalities for OER, many organizational, individual and technological challenges can hinder the motivation of teachers to share and collaborate in these environments. Current research cannot explain what barriers teachers face in social OER environments and how those challenges influence their motivation to engage in such environments. An exploratory factor analysis was used in the context of schools and higher education institutions to investigate the possible barriers to engaging in social OER environments; a linear regression analysis was used to predict how the extracted factors influenced the motivation of teachers (N = 754) to share and collaborate. The findings allude to barriers within social OER environments; the main challenges relate to the lack of organizational support, language and culture as well as quality concerns. The key results depict how teachers' motivation to share and collaborate in these environments decreases when they perceive higher language and cultural barriers. These findings can support OER providers as well as educational institutions in their efforts to minimize those barriers. CR Agarwal N., 2007, P 28 INT C INF SYST, P81 Agerfalk PJ., 2005, P INT WORKSH DISTR S, P47 Ajjan H, 2008, INTERNET HIGH EDUC, V11, P71, DOI 10.1016/j.iheduc.2008.05.002 AJZEN I, 1991, ORGAN BEHAV HUM DEC, V50, P179, DOI 10.1016/0749-5978(91)90020-T Atkins D. E., 2007, REV OPEN ED RESOURCE, P13 Cachia R, 2007, TECHNOL FORECAST SOC, V74, P1179, DOI 10.1016/j.techfore.2007.05.006 Chen Q, 2010, LECT NOTES COMPUT SC, V6248, P339 Clements K. I., 2011, J COMPUT ASSIST LEAR, V28, P4 Cloete S., 2009, P 2009 ANN C SO AFR, P16 Cowan B. R., 2009, P 23 BRIT HCI GROUP, P175 D'Antoni S., 2008, OPEN ED RESOURCES WA Davis HC, 2010, IEEE T LEARN TECHNOL, V3, P96, DOI [10.1109/TLT.2009.34, 10.1109/TLTSI.2009-03-0036] De Wever B., 2007, P 9 IEEE INT S MULT, P511 Deimann M., 2007, P INT COMP AID LEARN, V1, P1 Dietze S., 2014, RECOMMENDER SYSTEMS, P47 DiMicco D. R., 2008, P ACM C COMP SUPP CO, P711 Discover the COSMOS Project, 2012, D5 2 VALIDATION INST Disterer G., 2001, P 34 HAW INT C SYST, P1 Ebner M, 2010, COMPUT EDUC, V55, P92, DOI 10.1016/j.compedu.2009.12.006 Gao Q, 2010, COMPUT HUM BEHAV, V26, P1846, DOI 10.1016/j.chb.2010.07.022 Ha KH, 2011, COMM COM INF SC, V240, P312 Hatakka M., 2009, ELECT J INFORM SYSTE, V37, P1 Hendriks P., 1999, KNOWLEDGE PROCESS MA, V6, P91, DOI 10.1002/(SICI)1099-1441(199906)6:2<91::AID-KPM54>3.0.CO;2-M Humbert M., 2008, ELEARN PAPERS Husted K, 2002, ORGAN DYN, V31, P60, DOI 10.1016/S0090-2616(02)00072-4 Hylen J., 2006, P OP ED 2006 COMM CU, P49 Igbaria M, 1997, MIS QUART, V21, P279, DOI 10.2307/249498 Kaerkkaeinen H., 2010, P 14 INT AC MINDTREK, P228 Kalb H., 2011, P EUR C INF SYST ECI, P267 Karahanna E, 1999, INFORM MANAGE-AMSTER, V35, P237, DOI 10.1016/S0378-7206(98)00096-2 Lin H.-F., 2006, KNOWLEDGE MANAGEMENT, V4, P26, DOI 10.1057/palgrave.kmrp.8500083 Malloy TE, 2002, BEHAV RES METH INS C, V34, P200, DOI 10.3758/BF03195443 Manisha, 2009, 2009 INTERNATIONAL WORKSHOP ON TECHNOLOGY FOR EDUCATION (T4E 2009), P116, DOI 10.1109/T4E.2009.5314101 Martens K., 2002, VOLUNTAS, V13, P271, DOI DOI 10.1023/A:1020341526691 Matschke C, 2012, J KNOWL MANAG, V16, P159, DOI 10.1108/13673271211199007 Menon Network, 2002, VALNET VAL FRAM Niemann K., 2013, P 3 INT C LEARN AN K, P245 NOLL BJ, 2010, ACM INROADS, V1, P66, DOI DOI 10.1145/1835428.1835445 Nov O, 2007, COMMUN ACM, V50, P60, DOI 10.1145/1297797.1297798 Ochoa X, 2009, IEEE T LEARN TECHNOL, V2, P226, DOI 10.1109/TLT.2009.28 OECD, 2007, GIV KNOWL FREE EM OP Onyechi G. C., 2009, P INT C CURR TRENDS, P1 Pallot M., 2010, INT J E COLLABORATIO, V6, P1, DOI 10.4018/jec.2010040101 Paroutis S., 2011, J KNOWLEDGE MANAGEME, V13, P52 Peffers K, 2007, J MANAGE INFORM SYST, V24, P45, DOI 10.2753/MIS0742-1222240302 Pirkkalainen Henri, 2013, Electronic Journal of Knowledge Management, V11 Richter T., 2011, EURO J OPEN DISTANCE, V2 Richter T., 2011, ELEARNING PAPERS, V23, P1 Riege A., 2005, Journal of Knowledge Management, V9, DOI 10.1108/13673270510602746 Sotiriou S. A., 2013, OPEN DISCOVERY SPACE Tabuenca B., 2012, ELEARN PAPERS, V32, P1 Triandis H. C., 1977, INTERPERSONAL BEHAV UNESCO, 2002, UNESCO PROM NEW IN F Van Wamelen J., 2008, HUM FACTORS, V31, P349 Venkatesh V, 2008, DECISION SCI, V39, P273, DOI 10.1111/j.1540-5915.2008.00192.x Vuori V, 2012, J KNOWL MANAG, V16, P592, DOI 10.1108/13673271211246167 Vuorikari R., 2009, J DIGITAL INFO, V10 Wang S, 2010, HUM RESOUR MANAGE R, V20, P115, DOI 10.1016/j.hrmr.2009.10.001 Yang HL, 2010, COMPUT HUM BEHAV, V26, P1377, DOI 10.1016/j.chb.2010.04.011 Yuan L., 2008, OPEN ED RESOURCES OP, P1 Zhang L., 2010, P INT C MAN EM DIG E, P246, DOI 10.1145/1936254.1936301 Zhao DJ, 2009, GROUP 2009 PROCEEDINGS, P243 TC 0 Z9 0 SN 1939-1382 PD OCT-DEC PY 2014 VL 7 IS 4 BP 388 EP 400 DI 10.1109/TLT.2014.2323970 UT WOS:000348905200008 ER PT J AU Latchem, C AF Latchem, Colin TI Musing on the memes of open and distance education SO DISTANCE EDUCATION AB Just as genes propagate themselves in the gene pool by leaping from body to body, so memes (ideas, behaviours, and actions) transmitculturalideas or practices from one mind to another through writing, speech, or other imitable phenomena. This paper considers the memes that influence the evolution of open and distance education. If the transmission is strong and a sufficient number of policy-makers, managers, or practitioners in various contexts are capable of faithful imitation, the meme pool will evolve to exploit these memes to the full. If the propagation is weak, this may give rise to little or no imitation of the necessary philosophical stances, service orientations, and operational capacities. CR Ackroyd P., 2005, SHAKESPEARE BIOGRAPH Ackroyd Peter, 1990, DICKENS Bates T., 2012, MOOCS MIT MAGIC Bates T., 2012, WHATS RIGHT WHATS WR BBC, 2014, HIST BBC J REITH Bragg M., 2003, ADVENTURE ENGLISH BI Christensen C. M., 2011, INNOVATIVE U CHANGIN CLARK RE, 1983, REV EDUC RES, V53, P445, DOI 10.3102/00346543053004445 Clayton E., 2008, HUMANITAS, VXXI, P179 Commonwealth of Learning, 2014, VIRT U SMALL STAT CO Dawkins R, 2009, GREATEST SHOW EARTH Dawkins R., 1986, BLIND WATCHMAKER DAWKINS R, 1979, PROC R SOC SER B-BIO, V205, P489, DOI 10.1098/rspb.1979.0081 Dawkins Richard, 1976, SELFISH GENE De Fazio T., 2012, QUALITY ASSURANCE AC, P125 Donmez O., 2014, REV OPEN ACCESS REPO Higher Education Funding Council for England, 2011, COLL COMP SEIZ OPP O Kothari B., 2005, SAME LANGUAGE SUBTIT Lewis J., 2006, PENGUIN SPECIAL STOR McAndrew P., 2009, 20062008 OP U Mishra S, 2012, OPEN FLEX LEARN SER, P173 Moore A., 2013, URBAN TIMES Ofsted, 2013, LEARN SKILLS INSP RE Perry W., 1987, SHORT GUIDE DISTANCE Peters O., 1967, DISTANCE ED IND PROD Repositories Support Project and the United Kingdom Council of Research Repositories, 2011, SURV AC ATT OP ACC I Senthilnathan S., 2009, LEARNING LIVE TOGETH, P83 Shah I., 1966, EXPLOITS INCOMPARABL Society for the Diffusion of Useful Knowledge, 1827, RUL SOC DIFF US KNOW Sperry R. W., 1966, B ATOMIC SCI, VXXII Tait Alan, 2003, INT REV RES OPEN DIS, V4 The Open University, 2010, HIST OPEN U The William and Flora Hewlett Foundation, OP ED RES University of London, 2008, OUR HIST 1 GLOB U TC 0 Z9 0 SN 0158-7919 EI 1475-0198 PD SEP 2 PY 2014 VL 35 IS 3 BP 400 EP 409 DI 10.1080/01587919.2015.955266 UT WOS:000343903700009 ER PT J AU Joo, KP AF Joo, K. P. TI Reconsidering Open and Distance Higher Education: A Life-History Analysis of Adult Learners in Korea National Open University SO ASIA-PACIFIC EDUCATION RESEARCHER AB Adults who enter or re-enter Korea National Open University (KNOU) with a prior major break in their formal involvement in learning tend to seek a focused course of academic study, advanced knowledge, and the subsequent awarding of a degree, certificate, or credential that reflects their specialized knowledge and expertise. This research draws upon life-history analysis to investigate KNOU students' pre-institutional experiences of exclusion and alienation in education and society in relation to their current motivations to attend the open and distance higher education. The participants' life stories illuminate how Korean social and cultural barriers prevented them from educational progress, as well as what motivated them to attend KNOU as adults. Each participant's life history describes the actual phenomenon of exclusion and alienation in education at the individual level; this study also implies how sociocultural discrimination in Korean society impacted each participant's life. Given the participants' critical viewpoints of the incompatible roles that KNOU plays in Korean society, this study argues that the positive social function of open and distance higher education, which is widely taken for granted, needs to be reconsidered as this national approach to higher education for adults may reinforce the current social relation highly affected by educational credentials. CR Archer L., 2002, HIGHER ED SOCIAL CLA Barry B., 2002, UNDERSTANDING SOCIAL, P13 Bourdieu P., 1986, HDB THEORY RES SOCIO, P241, DOI DOI 10.1177/0265532207083743 Burchardt T., 2002, UNDERSTANDING SOCIAL, P30 Cho E., 1998, COLUMBIA J ASIAN LAW, V12, P125 Cho S., 2004, DYNAMICS KOREAN EC D Donavant BW, 2009, ADULT EDUC QUART, V59, P227, DOI 10.1177/0741713609331546 Garrison D. R, 2010, HDB ADULT CONTINUING, P317 Garrison D. R., 1989, UNDERSTANDING DISTAN Gullotta T. P., 1983, THEOR PRACT, V22, P151 HAGEMASTER JN, 1992, J ADV NURS, V17, P1122, DOI 10.1111/j.1365-2648.1992.tb02047.x Hallerod B, 2008, INT J SOC WELF, V17, P15, DOI 10.1111/j.1468-2397.2007.00503.x Jarvis P., 2013, THEORETICAL PRINCIPL, P165 Kasworm C. E., 2012, GLOBAL PERSPECTIVES, P173 Keegan D., 2013, THEORETICAL PRINCIPL Kim C. D., 1988, OPEN U IVORY TOWERS, P161 Kim I. K, 2010, KOREAN J SOCIOLOGY, V44, P111 Lee S, 2011, SOCIOL EDUC, V84, P212, DOI 10.1177/0038040711411278 Lenoir R., 1974, EXCLUS FRANCAIS DIX Mandell A., 2012, J CONTINUING HIGHER, V60, P40 Marx K., 1959, ESTRANGED LABOUR EC McCarthy C., 1990, RACE CURRICULUM MILES MW, 1974, POLIT SOC, V4, P311, DOI 10.1177/003232927400400302 Moore M.G., 2011, DISTANCE ED SYSTEMS, V3a Morgan A. R., 1995, OPEN DISTANCE LEARNI, P55 Mugridge I., 1986, DISTANCE ED CANADA, P121 Nation T., 2013, OPENING ED POLICIES PARK CB, 1978, J BIOSOC SCI, V10, P95 Popay J., 2010, J RES NURSING, V15, P295, DOI DOI 10.1177/1744987110370529 Seth M. J., 2002, ED FEVER SOC POLITIC Yoon Y. G., 2010, J LIFELONG LEARNING, V2, P95 Yoon Y. G., 2006, J LIFELONG LEARNING, V2, P95 TC 0 Z9 0 SN 0119-5646 EI 2243-7908 PD SEP PY 2014 VL 23 IS 3 BP 699 EP 707 DI 10.1007/s40299-013-0141-6 UT WOS:000340392800030 ER PT J AU Thorns, JJ Thorns, BL AF Thoms, Joshua J. Thoms, Becky L. TI Open educational resources in the United States: Insights from university foreign language directors SO SYSTEM AB This study reports the results of a survey completed by 155 university foreign language (FL) directors in the United States (US) during Fall 2012. Survey respondents come from a variety of institutions and direct a range of FL programs. The objectives of the study are to (a) determine what FL directors know about open educational resources (OER), (b) understand respondents' perceived benefits and challenges of using OER, and (c) determine what resources and support are critical to establish or expand the use of OER in FL courses in the US. Results indicate that while 66% of FL directors do not recognize the term OER, many are in fact utilizing them. Those who incorporate OER in their FL courses state they do so to go beyond what is offered in traditional, print-based textbooks suggesting that OER represent more authentic and relevant content. While few (26%) respondents indicate intellectual property concerns, many note challenges such as finding OER at the appropriate level for students, time involved in creating and using OER, and training others (e.g., teaching assistants) how to use technology-oriented OER. The paper concludes by highlighting additional training and resources to more completely and successfully incorporate OER into FL curricula. (C) 2014 Elsevier Ltd. All rights reserved. CR Adler R. P., 2008, EDUCAUSE REV, V43, P16 Allen H., 2012, ED FUTURE FOREIGN LA, P128 Allen H. W., 2011, ED FUTURE FOREIGN LA, P192 Allen I. E., 2010, LEARNING DEMAND ONLI Allen N., 2013, OP ED C PARK CIT UT [Anonymous], 2007, GIV KNOWL FREE EM OP Atkins D. E., 2007, REV OPEN ED RESOURCE Belliston C., 2009, COLL RES LIB NEWS, V70, P284 Bissell A., 2009, OPEN LEARNING J OPEN, V24, P97, DOI DOI 10.1080/02680510802627886 Blake R. J., 2013, BRAVE NEW DIGITAL CL Blake RJ, 2011, ANNU REV APPL LINGUI, V31, P19, DOI 10.1017/S026719051100002X Butcher N., 2011, BASIC GUIDE OPEN ED Carr D., 2008, 107 CHE Chun D., 2008, MEDIATING DISCOURSE, P15 Cohen J, 1988, STAT POWER ANAL BEHA College Board, 2013, AV EST UND BUDG 2013 Comas-Quinn A., 2013, OPEN ED RESOURCES LA Ducate L., 2011, PRESENT FUTURE PROMI, P257 Duderstadt J., 2007, HIGHER ED 21 CENTURY Duderstadt J., 2009, J LIB ADM, V49, P217 Duderstadt JJ, 2012, SOC RES, V79, P579 Evans M., 2009, FOREIGN LANGUAGE LEA Goertler S.E., 2011, PRESENT FUTURE PROMI, P471 Gruszczynska A., 2012, HEA JISC OPEN ED RES Henderson S., 2011, CHALLENGES LESSONS L Iiyoshi T., 2008, OPENING ED COLLECTIV, P229 Iiyoshi T., 2008, OPENING ED COLLECTIV Kern R., 2000, LITERACY LANGUAGE TE Levine Glenn S., 2008, PROFESSION, V1, P240 Mackey A, 2005, SECOND LANGUAGE RESEARCH: METHODOLOGY AND DESIGN, P1 Maron N. L., 2009, J ELECT PUBLISHING, V12 McGinnis S., 2007, FOREIGN LANGUAGES HI National Center for Education Statistics, 2012, ENR POSTS DEGR GRANT Plotkin H., 2010, FREE LEARN Pulker H., 2012, EUROCALL REV, V18, P2 Richter T, 2012, DISTANCE EDUC, V33, P201, DOI 10.1080/01587919.2012.692068 Rossomondo A., 2013, HYBRID LANGUAGE TEAC, P219 Rubio F., 2013, HYBRID LANGUAGE TEAC, P196 Rubio F., 2013, HYBRID LANGUAGE TEAC, P10 Rubio R., 2013, HYBRID LANGUAGE TEAC, P137 Sawhill B, 2013, CASE STUDIES OPENNES Schulz R, 2005, ADFL B, V36, P32 Skorton D., 2012, FORBES Nicolson M, 2011, LANGUAGE TEACHING IN BLENDED CONTEXTS, P1 Teng W., 2012, TAKEN VOICES OPENNES Thomas M., 2009, INT J EMERGING TECHN, V7, P109 Thomas M., 2009, INT J EMERGING TECHN, V7, P63 Thoms J., 2013, HYBRID LANGUAGE TEAC, P177 Thorne SL, 2012, RECALL, V24, P279, DOI 10.1017/S0958344012000158 United Nations Educational Scientific and Cultural Organization (UNESCO), 2009, 2009 WORLD C HIGH ED Weller D., 2009, OP ED 2010 P Wiley D., 2012, GAME CHANGERS ED INF, P81 Wiley D., 2009, OPEN LEARNING J OPEN, V24, P11, DOI DOI 10.1080/02680510802627746 TC 0 Z9 0 SN 0346-251X EI 1879-3282 PD AUG PY 2014 VL 45 BP 138 EP 146 DI 10.1016/j.system.2014.05.006 UT WOS:000340693100012 ER PT J AU Ponti, M AF Ponti, Marisa TI Self-directed learning and guidance in non-formal open courses SO LEARNING MEDIA AND TECHNOLOGY AB Digital media and open educational resources (OER) are said to redraw the boundaries between learners and teachers, by weakening the centralization of expertise and the distribution of subject-matter authority. This paper presents the findings of an ethnographic study of how the use of OER mediates the relations between self-directed learners and facilitators in two online open courses offered at a non-formal educational organization. Findings highlight the different role played by OER in mediating the relations between learners and facilitators in the two courses. In one course, early-stage learners encountered difficulties in repurposing OER and needed help to move to a more advanced stage of conceptual understanding. In the other course, well-read participants used OER to develop an affinity space in which the facilitator was a fellow learner. The findings suggest that OER are better viewed as artifacts-in-interaction rather than resources to be delivered as they are to learners. Although facilitators at P2PU do not play the role of academic teachers, it is argued that the influence of OER on the facilitator role can have implications for that of the academic teachers as well. CR Adler R. P., 2008, EDUCAUSE REV, V43, P16 Batson T., 2008, OPENING ED COLLECTIV, P89 Briers M, 2001, ACCOUNT ORG SOC, V26, P237, DOI 10.1016/S0361-3682(00)00029-5 Brown J. S, 2008, OPENING ED COLLECTIV, pxi Flyvbjerg B, 2006, QUAL INQ, V12, P219, DOI 10.1177/1077800405284363 Gee J.P., 2004, SITUATED LANGUAGE LE Herrington J., 2005, J INTERACTIVE LEARNI, V16, P353 Hine Christine, 2008, SAGE HDB ONLINE RES, P257 Hmelo-Silver CE, 2004, EDUC PSYCHOL REV, V16, P235, DOI 10.1023/B:EDPR.0000034022.16470.f3 Iiyoshi T., 2008, OPENING ED COLLECTIV, P429 Lektorsky V. A., 2009, LEARNING EXPANDING A, P75 Livingstone D. W., 2006, LEARNING PLACES INFO, P203 Miettinen R., 2001, MIND CULT ACT, V8, P297, DOI 10.1207/S15327884MCA0804_03 Mott J., 2009, EDUCATION, V15 OECD, 2007, GIV KNOWL FREE EM OP Patton M.Q., 2002, QUALITATIVE RES EVAL, V3rd Ramaley J., 2005, ED NET GENERATION, V8, p[1, 21] STAR SL, 1989, SOC STUD SCI, V19, P387, DOI 10.1177/030631289019003001 Surowiecky J., 2004, WISDOM CROWDS WHY MA Vygotsky L., 1978, MIND SOC Weller Martin, 2009, On the Horizon, V17, DOI 10.1108/10748120910993204 TC 0 Z9 0 SN 1743-9884 EI 1743-9892 PD APR 3 PY 2014 VL 39 IS 2 BP 154 EP 168 DI 10.1080/17439884.2013.799073 UT WOS:000333953900002 ER PT J AU Dixon, EM Hondo, J AF Dixon, Edward M. Hondo, Junko TI Re-purposing an OER for the online language course: a case study of Deutsch Interaktiv by the Deutsche Welle SO COMPUTER ASSISTED LANGUAGE LEARNING AB This paper will describe pedagogical approaches for re-purposing an open educational resource (OER) designed and produced by the Deutsche Welle. This free online program, Deutsch Interaktiv, consists of authentic digital videos, slideshows and audio texts and gives a contemporary overview of the culture and language in Germany, Austria and Switzerland. The program was designed for the public domain and primarily for self-study and focused on developing the students' listening and reading skills. However, we will describe how in this study, the OER program was integrated into college credit courses for elementary German at the University of Pennsylvania to provide the themes and grammar topics for live online class sessions and out-of-class asynchronous assignments, which included the use of blogs for essays, Facebook for shorter written assignments and Wimba Voiceboards for oral practice. In addition, this article will show how Deutsch Interaktiv ultimately influenced educational practice in the online classroom and within the context of interactionist learning theories. CR Atkins D. E., 2007, REV OPEN ED RESOURCE Blake R., 1999, LEARNING FOREIGN 2 L, P209 Brumfit C. J., 1979, COMMUNICATIVE APPROA, P183 Cambridge D., 2009, ELECT PORTFOLIOS 2 0 Carroll S., 1993, STUDIES 2ND LANGUAGE, V15, P357, DOI [10.1017/S0272263100012158, DOI 10.1017/S0272263100012158] DAY RR, 1984, LANG LEARN, V34, P19, DOI 10.1111/j.1467-1770.1984.tb01002.x Dixon Ed, 2012, International Journal of Virtual and Personal Learning Environments, V3, DOI 10.4018/jvple.2012070105 Dixon E., 2005, CALICO J, V22, P657 Donato R., 1994, VYGOTSKIAN APPROACHE, P31 Doughty C., 2001, COGNITION 2 LANGUAGE, P206 Ellis N., 2008, MULTIPLE PERSPECTIVE, P11 Ellis R, 2006, STUD SECOND LANG ACQ, V28, P339, DOI 10.1017/S0272263106060141 Gass S., 2003, HDB 2 LANGUAGE ACQUI, P224, DOI 10.1002/9780470756492.ch9 Gass S. M., 1994, STUDIES 2ND LANGUAGE, V16, P283, DOI 10.1017/S0272263100013097 Hatch Evelyn M, 1978, 2 LANGUAGE ACQUISITI, P401 Hewlett Foundation, 2013, OP ED RES Hondo J., 2011, IMPACT TIMING PEDAGO Howatt A. P. R., 2004, HIST ENGLISH LANGUAG Hurd S., 2005, DISTANCE ED LANGUAGE, P1 Johnson K., 1982, COMMUNICATIVE SYLLAB Johnson K., 1983, PERSPECTIVES COMMUNI John-Steiner V., 1979, MIND SOC DEV HIGHER, P129 Johnstone S., 2009, OPEN ED RESOURCES CO, P29 Kelly L. G., 1969, 25 CENTURIES LANGUAG King J., 2012, NITLE SUMMIT REPORT Kitade K., 2000, Computer Assisted Language Learning, V13, DOI 10.1076/0958-8221(200004)13:2;1-D;FT143 Kramsch C., 1991, FOREIGN LANGUAGE RES, P217 Kramsch C., 2000, LANGUAGE LEARNING TE, V4, P78 Kramsch C, 2000, SOCIOCULTURAL THEORY, P133 Lancashire I., 2009, TEACHING LIT LANGUAG, P1 Larsen-Freeman D., 2011, TECHNIQUES PRINCIPLE Levy M, 2004, LANG LEARN TECHNOL, V8, P50 Long M. H., 1981, ANN NY ACAD SCI, P259 Long Michael H., 1996, HDB LANGUAGE ACQUISI, P413, DOI DOI 10.1016/B978-012589042-7/50015-3 Mackey A, 2006, STUD SECOND LANG ACQ, V28, P369, DOI 10.1017/S0272263106060153 Fernandez-Garcia M., 2002, CALICO Journal, V19 Martyniuk W., 2006, ANN M CONS LANG TEAC MCDONOUGH K, 2013, 2 LANGUAGE INTERACTI Motteram G., 2010, TASK BASED LEARNING, P218 PICA T, 1994, LANG LEARN, V44, P493, DOI 10.1111/j.1467-1770.1994.tb01115.x Sauro S., 2013, 2 LANGUAGE INTERACTI, P129 Schmidt R., 1992, STUDIES 2 LANGUAGE A, V14, P357, DOI DOI 10.1017/S0272263100011189 Smith B, 2003, MOD LANG J, V87, P38, DOI 10.1111/1540-4781.00177 Sole C., 2005, DISTANCE ED LANGUAGE, P72 Sullivan P., 2000, SOCIOCULTURAL THEORY, P115 Swain Merrill, 1995, PRINCIPLE PRACTICE A, P125 WAGNERGOUGH J, 1975, LANG LEARN, V25, P297, DOI 10.1111/j.1467-1770.1975.tb00248.x Welle Deutsche, 2012, DTSCH INTERAKTIV Wilkins D. A., 1979, COMMUNICATIVE APPROA, P82 Zourou K., 2012, EXPLORING ROLE UNPUB TC 0 Z9 0 SN 0958-8221 EI 1744-3210 PD MAR 4 PY 2014 VL 27 IS 2 SI SI BP 109 EP 121 DI 10.1080/09588221.2013.818559 UT WOS:000330689300002 ER PT J AU Toetenel, L AF Toetenel, Lisette TI Social networking: a collaborative open educational resource SO COMPUTER ASSISTED LANGUAGE LEARNING AB Studies undertaken since the introduction of Web 2.0 have focussed mainly on open educational resources (OERs) such as email, blogging and virtual learning environments. No consistent efforts have been undertaken to study the use of social networking sites as a tool for learning in the second language classroom. This study examined the use of social networking sites as a means of establishing an asynchronous online environment for use in language learning in a classroom setting. The findings described are based on the use of a social networking site called Ning in a classroom during a summer school project, which was conducted at a further education college in the UK. The project focussed in particular on informal language practice when using social networking sites. The paper then examines the effect the use of the social networking tool had on group cohesion and learner-to-learner interaction, and how these, in turn, enhanced informal language learning due to an increase in learner collaboration. The study found that the use of Ning enhanced group cohesion and that learners started working in different groups once Ning was introduced. Finally, it highlights the potential technical and administrative barriers that can impede an institution in implementing its educational strategy in regards to OERs - in this case, social networking sites in the classroom. The further education college in which this study took place had no policies in place in regards to the use of OERs in the classroom, thus the paper concludes with recommendations in regards to training and policies so that researchers and practitioners can learn from the project. CR Alvarez-Torres M.J., 2001, CLEARING HOUSE, V74, P313 Atkins D. E., 2007, REV OPEN ED RESOURCE Bissell A. N., 2009, J OPEN DISTANCE E LE, V24, P97 Browne T., 2010, J INTERACTIVE MEDIA, V3, P1 Commonwealth of Learning, 2011, GUID OP ED RES OER H Conole G., 2010, OPEN LEARNING, V25, P141 Cook V. J., 2008, 2 LANGUAGE LEARNING Davis M. R., 2010, EDUC DIG, V76, P14 Geser G., 2012, OPEN ED PRACTICES RE Godwin S., 2008, ELECT J E LEARNING, V6, P139 Gutierrez G. A. G., 2006, RECALL, V18, P230 Hilton J, 2012, INT REV RES OPEN DIS, V13, P45 Kabilan MK, 2010, INTERNET HIGH EDUC, V13, P179, DOI 10.1016/j.iheduc.2010.07.003 Kujath CL, 2011, CYBERPSYCH BEH SOC N, V14, P75, DOI 10.1089/cyber.2009.0311 Lafford B. A., 2009, MOD LANG J, V99, P673 Lane A, 2010, BRIT J EDUC TECHNOL, V41, P952, DOI 10.1111/j.1467-8535.2010.01119.x Mikyung B., 2008, LANG INTERCULT COMM, V8, P192 Mills N., 2011, CALICO J, V28, P345 Newgarden K., 2009, TESL EJ, V13, P1 Ofsted, 2009, VIRT LEARN ENV EV TH Richards K, 2003, QUALITATIVE INQUIRY IN TESOL, P1, DOI 10.1057/9780230505056 Salmon G., 2004, E MODERATING KEY TEA Smith B. V., 2010, J INTERACTIVE ONLINE, V9, P151 Stern H. H., 1987, FUNDAMENTAL CONCEPTS Thomas M., 2009, INT J EMERGING TECHN, V7, P109 Turuk M., 2008, ANN REV ED COMMUNICA, V5, P244 UNESCO, 2002, FOR IMP OP COURS HIG Wiley D., 2010, OPEN LEARNING J OPEN, V25, P37, DOI [10.1080/02680510903482132, DOI 10.1080/02680510903482132] TC 0 Z9 0 SN 0958-8221 EI 1744-3210 PD MAR 4 PY 2014 VL 27 IS 2 SI SI BP 149 EP 162 DI 10.1080/09588221.2013.818561 UT WOS:000330689300004 ER PT J AU Whyte, S Schmid, EC Thompson, SV Oberhofer, M AF Whyte, Shona Schmid, Euline Cutrim Thompson, Sanderin van Hazebrouck Oberhofer, Margret TI Open educational resources for CALL teacher education: the iTILT interactive whiteboard project SO COMPUTER ASSISTED LANGUAGE LEARNING AB This paper discusses challenges and opportunities arising during the development of open educational resources (OERs) to support communicative language teaching (CLT) with interactive whiteboards (IWBs). iTILT(1) (interactive Technologies in Language Teaching), a European Lifelong Learning Project, has two main aims: (a) to promote best practice or effective CLT teaching with IWBs, and (b) to support continuing professional development among language teachers both in formal training contexts and through informal independent study. Some 40 teachers in seven European countries, working with learners of six foreign languages at various educational and proficiency levels, were trained and followed over one school year in order to collect over 200 video examples of classroom practice. These short (3-minute) class videos were selected collaboratively by teachers and researchers, and supported by learner and teacher commentaries. The main outcome of the project is an open-access website (http://itilt.eu), a searchable repository of training materials (manual, sample materials) and classroom illustrations (video clips, participant comments). This study explores the action research dimension of successive phases of the project from the development of appropriate training materials, data collection in language classrooms, selection of illustrative teaching episodes, and preparation for online presentation for future teacher education. It investigates the influence of research-based training on teacher development and the inclusion of participant perspectives, and explores how this kind of OER can support open practices. The paper also raises issues with respect to best practice and user requirements. The paper concludes with lessons learned throughout the project, showing both the advantages and drawbacks to this kind of collaboration between teachers and researchers, as well as furnishing suggestions for future OER development. CR Alexander J, 2013, THESIS U NICE SOPHIA Andrade A., 2011, OER SHIFTING FOCUS O Banzato M, 2012, J E LEARNING KNOWLED, V8, P153 Bates M., 2007, ALT J RES LEARNING T, V15, P67, DOI 10.1080/09687760600837066 Bax S., 2003, SYSTEM, V31, P13, DOI DOI 10.1016/S0346-251X(02)00071-4 Beauchamp G, 2011, TECHNOL PEDAGOG EDUC, V20, P175, DOI 10.1080/1475939X.2011.588408 Beauchamp G, 2010, COMPUT EDUC, V54, P759, DOI 10.1016/j.compedu.2009.09.033 Beauchamp G., 2004, Technology, Pedagogy and Education, V13, DOI 10.1080/14759390400200186 Beauchamp Gary, 2008, Education and Information Technologies, V13, DOI 10.1007/s10639-008-9071-y Beaven T., 2010, TEACHING ENGLISH TEC, V10, P5 Bettsworth B., 2010, INTERACTIVE WHITEBOA, P216 Burns A, 1999, COLLABORATIVE ACTION Burns A., 2005, LANG TEACHING, V38, P57, DOI 10.1017/S0261444805002661 Colpaert J, 2012, COMPUT ASSIST LANG L, V25, P383, DOI 10.1080/09588221.2012.735101 Conole G, 2012, DISTANCE EDUC, V33, P131, DOI 10.1080/01587919.2012.700563 Schmid EC, 2012, LANG LEARN TECHNOL, V16, P65 Cutrim Schmid E., 2012, AUFGABEN 2 0 KONZEPT, P119 de los Arcos B., 2011, EUROCALL REV, V18, P2 Dooly M, 2009, RECALL, V21, P352, DOI 10.1017/S0958344009990085 Egbert J, 2009, MOD LANG J, V93, P754, DOI 10.1111/j.1540-4781.2009.00971.x Ferrance E., 2000, ACTION RES Glover D., 2002, INFORM TECHNOLOGY CH, V1, P5 Goodison T, 2002, BRIT J EDUC TECHNOL, V33, P215, DOI 10.1111/1467-8535.00255 Goodison TA, 2002, J COMPUT ASSIST LEAR, V18, P282, DOI 10.1046/j.0266-4909.2002.00240.x Gray C., 2005, EUROPEAN J TEACHER E, V30, P407 Gray C., 2010, INTERACTIVE WHITEBOA, P69 Higgins Steven, 2007, LEARNING MEDIA TECHN, V32, P213, DOI DOI 10.1080/17439880701511040 Hubbard P., 2006, TEACHER EDUCATION IN, P300 Hubbard P, 2006, LANG LEARN LANG TEAC, V14, P1 Jewitt C., 2007, LEARNING MEDIA TECHN, V32, P303, DOI 10.1080/17439880701511149 Kennewell S., 2007, LEARNING MEDIA TECHN, V32, P227, DOI 10.1080/17439880701511073 Kennewell S, 2008, J COMPUT ASSIST LEAR, V24, P61, DOI 10.1111/j.1365-2729.2007.00244.x Kessler G, 2008, COMPUT ASSIST LANG L, V21, P269, DOI 10.1080/09588220802090303 Lave J., 1991, SITUATED LEARNING LE Long M. H., 1991, FOREIGN LANGUAGE RES, V2, P39 Mathews-Aydinli J, 2010, COMPUT ASSIST LANG L, V23, P235, DOI 10.1080/09588221003776781 Moss G., 2007, RR816 DFES U LOND I Petrides Lisa, 2008, International Journal of Technology Enhanced Learning, V1, DOI 10.1504/IJTEL.2008.020233 Richter T, 2012, DISTANCE EDUC, V33, P201, DOI 10.1080/01587919.2012.692068 Riel M., 2010, UNDERSTANDING ACTION Rolfe V., 2012, RES LEARNING TECHNOL, V20, P14395 Savignon SJ, 2007, J PRAGMATICS, V39, P207, DOI 10.1016/j.pragma.2006.09.004 Schmid EC, 2008, COMPUT EDUC, V51, P1553, DOI 10.1016/j.compedu.2008.02.005 Schmid EC, 2010, TECHNOL PEDAGOG EDUC, V19, P159, DOI 10.1080/1475939X.2010.491218 Stetter C., 2008, FREMDSPRACHLICHE UNT, V96, P42 Tarone E., 2009, BRIDGING CONTEXTS MA, P7 Tarone E., 2009, EXPLORING LEARNER LA van Hazebrouck S., 2010, PRAXIS FREMDSPRACHEN, V4, P12 Wall K, 2005, BRIT J EDUC TECHNOL, V36, P851, DOI 10.1111/j.1467-8535.2005.00508.x Wallace M. J., 1997, ACTION RES LANGUAGE White C, 2010, MAT ELT THEORY PRACT, P58 Wiley D., 2009, OPEN LEARNING J OPEN, V24, P11, DOI DOI 10.1080/02680510802627746 Willems J, 2012, DISTANCE EDUC, V33, P185, DOI 10.1080/01587919.2012.692051 TC 0 Z9 0 SN 0958-8221 EI 1744-3210 PD MAR 4 PY 2014 VL 27 IS 2 SI SI BP 122 EP 148 DI 10.1080/09588221.2013.818558 UT WOS:000330689300003 ER PT J AU Alves, P Miranda, L Morais, C AF Alves, Paulo Miranda, Luisa Morais, Carlos BE Orngreen, R Levinsen, KT TI Open Educational Resources: Higher Education Students' Knowledge and use SO PROCEEDINGS OF THE 13TH EUROPEAN CONFERENCE ON E-LEARNING (ECEL 2014) SE Proceedings on the European Conference of e-Learning CT 13th European Conference on e-Learning (ECEL) CY OCT 30-31, 2014 CL Copenhagen, DENMARK HO Aalborg Univ AB Information and communication technologies represent one of the main innovation factors within the teaching and learning process, especially in Higher Education. In this context, the search for building useful and grounded knowledge using strategies which meet students' needs and interests requires the use of innovative resources, among which we highlight digital educational resources, particularly open educational resources (OER). The open educational resources issue has deserved the attention of teachers, students and institutions. Considering the present situation as well as the importance given to OER and to the role these may play in supporting learning, the aims of this paper are as follows: assess the digital educational resources features most valued by higher education students; verify the extent to which students' IT knowledge influences their assessment of digital educational resources; identify the knowledge that higher education students have of OER; assess the knowledge that higher education students have of open educational resources platforms. In order to achieve the proposed aims, we focus our attention on open educational resources, starting by assessing digital educational resources' features as well as the connection between students' IT knowledge and that same assessment. We also assess the knowledge that higher education students have of OER as well as of their corresponding platforms. The data was obtained through a questionnaire conducted within a sample of 315 students at a Portuguese higher education institution. Among the results obtained, we highlight that the most valued features of digital educational resources are: free access; any time access; allows reuse; and free and open. The results show that there is a positive, low, or very low correlation between students' IT knowledge and the features associated with digital educational resources. In addition to this, the results show an almost inexistent knowledge of the OER concept and of their uses as well as of the existing OER platforms. The data indicates that there is still a long way to go so that OER may be part of the resources used by students to improve their learning. CR Atkins D. E., 2007, REV OPEN ED RESOURCE Butcher N., 2011, BASIC GUIDE OPEN ED Conole G., 2012, OPEN ED RESOURCES CH Downes S., 2011, OPEN ED RESOURCES DE Downes S., 2013, OPEN ED RESOURCES IN, P207 Downes S., 2007, INTERDISCIPLINARY J, P29 Knox J, 2013, TEACH HIGH EDUC, V18, P821, DOI 10.1080/13562517.2013.774354 Lane A., 2012, OPEN ED RESOURCES CH, P141 Littlejohn A, 2008, COMPUT EDUC, V50, P757, DOI 10.1016/j.compedu.2006.08.004 Maroc J., 2010, ANALISE ESTATISTICA Morais C., 2000, THESIS U MINHO BRAGA Pawlowski JM, 2012, BUS INFORM SYST ENG+, V4, P209, DOI 10.1007/s12599-012-0219-3 Pawlyshyn N., 2013, EDUCASE Pereira A., 2004, GUIA PRATICO UTILIZA, V5 Ramos J., 2010, PORTAL ESCOLAS RECUR UNESCO, 2002, FOR IMP OP COURS HIG Wiley D., 2010, EDUCAUSE REV, V45, P14 Wyk T., 2012, OPEN ED RESOURCES CH TC 0 Z9 0 SN 2048-8637 BN 978-1-910309-69-8 PY 2014 BP 11 EP 18 UT WOS:000351434400002 ER PT J AU Andronic, AO AF Andronic, Anca-Olga BE Boldea, I TI OPEN AND DISTANCE LEARNING IN EDUCATIONAL ORGANIZATION SO GLOBALIZATION AND INTERCULTURAL DIALOGUE: MULTIDISCIPLINARY PERSPECTIVES - EDUCATION SCIENCES CT 2nd International Conference on Globalization, Intercultural Dialogue and National Identity CY MAY 29-30, 2014 CL Tirgu Mures, ROMANIA AB The decision to develop a program of open and distance learning is often taken at an educational organization as a result of "pressure" felt in the market or as a result of cost estimates showing that this form of education has a lower cost than traditional ones. This reality is at odds with the recommendations of experts, which suggest completing an evaluation process before the development of such a program. The article presents the steps in this process of assessment, current trends in adoption of open and distance learning through Internet use and the main areas involved in the development of this forms of education in the academic program. CR Bates A. W., 2005, EFFECTIVE TEACHING T Berge Zane L., 2010, BARRIERS ORG CAPABIL Bullen Mark, 2007, MAKING TRANISITION E Clyde William, 2005, USING TECHNOLOGY TEA Eaton Judith S., 2002, MAINTAINING DELICATE Epper Rhonda, 2001, TEACHING FACULTY USE Frydenberg Jia, 2002, QUALITY STANDARDS E Kaufman R., 1992, STRATEGIC PLANNING P Ko Susan, 2010, TEACHING ONLINE PRAC Laurillard D., 2002, RETHINKING U TEACHIN Mager RF, 1997, ANAL PERFORMANCE PRO Moore Michael G., 1996, DISTANCE ED SYSTEMS Palloff Rena M., 2003, VIRTUAL STUDENT PROF Robinson D. G., 1995, PERFORMANCE CONSULTI Rowntree Derek, 2005, EXPLORING OPEN DIST Rumble G., 1986, PLANNING MANAGEMENT Watkins Ryan, 2000, IS DISTANCE LEARNING Willis B., 1994, DISTANCE ED STRATEGI TC 0 Z9 0 BN 978-606-93691-3-5 PY 2014 BP 64 EP 72 UT WOS:000353771300008 ER PT J AU Chacon-Beltran, R AF Chacon-Beltran, Ruben BE Laborda, JG TI Massive Online Open Courses and Language Learning: the Case for a Beginners' English Course SO 4TH WORLD CONFERENCE ON LEARNING TEACHING AND EDUCATIONAL LEADERSHIP (WCLTA-2013) SE Procedia Social and Behavioral Sciences CT 4th World Conference on Learning, Teaching and Educational Leadership (WCLTA) CY OCT 27-29, 2013 CL Barcelona, SPAIN HO Univ Barcelona AB Massive Online Open Courses have recently burst onto the scene in Spain and may well prove to be a good way to teach and learn foreign languages. The course analysed in this presentation was part of the first large-scale experience with MOOCs as a tool for English language learning in Spain. This course was designed so that absolute beginners could quickly learn the meanings of the thousand most frequent English words and start to read short texts. A comprehensive questionnaire was given to participants to gather qualitative and quantitative information related to their background and previous learning experiences, as well as methodological aspects related to their experience of massive online open learning. Methodological issues in this new language teaching/learning resource explored in this presentation are: crowdsourcing, explicit learning, distance teaching/learning, learner autonomy, materials design, and the development of learning strategies. (C) 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). Selection and peer-review under responsibility of the Organizing Committee of WCLTA 2013. CR Aguaded-Gomez JI, 2013, COMUNICAR, P7, DOI 10.3916/C41-2013-a1 [Anonymous], 2013, PR NEWSWIRE 0715 Bradshaw D., 2013, FINANC TIMES, P1 Godwin-Jones R, 2012, LANG LEARN TECHNOL, V16, P4 Mackness J., 2010, P 7 INT C NETW LEARN, P266 Pappano L., 2012, NY TIMES, V2, P2012 TC 0 Z9 0 SN 1877-0428 PY 2014 VL 141 BP 242 EP 246 DI 10.1016/j.sbspro.2014.05.042 UT WOS:000345351800040 ER PT J AU Hilton, JL Robinson, TJ Wiley, D Ackerman, JD AF Hilton, John Levi, III Robinson, T. Jared Wiley, David Ackerman, J. Dale TI Cost-Savings Achieved in Two Semesters Through the Adoption of Open Educational Resources SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Textbooks represent a significant portion of the overall cost of higher education in the United States. The burden of these costs is typically shouldered by students, those who support them, and the taxpayers who fund the grants and student loans which pay for textbooks. Open educational resources (OER) provide students a way to receive high-quality learning materials at little or no cost to students. We report on the cost savings achieved by students at eight colleges when these colleges began utilizing OER in place of traditional commercial textbooks. CR Allen N., 2010, COVER COVER SOLUTION Bailey T., 2005, WHAT WE KNOW COMMUNI Baker J., 2009, INT REV RES OPEN DIS, V10 Baumol W. J., 1996, J CULTURAL EC, V20, P183, DOI 10.1007/BF00153846 Berry T., 2011, COLL TEACHING, V59, P31, DOI DOI 10.1080/87567555.2010.509376 Bissell A., 2009, OPEN LEARNING J OPEN, V24, P97, DOI DOI 10.1080/02680510802627886 Buczynski J. A., 2007, INTERNET REFERENCE S, V11, P169, DOI 10.1300/J136v11n04_11 Carbaugh R., 2005, CHALLENGE, V48, P95 DAntoni S., 2009, OPEN LEARNING J OPEN, V24, P3, DOI DOI 10.1080/02680510802625443 Downes S., 2007, INTERDISCIPLINARY J, V3, P29 Fleming C., 2007, JORUM OPEN ED RESOUR Goodwin M. A. L., 2011, THESIS WASHINGTON ST Hewlett, 2013, OP ED RES Hilton J., 2012, OPEN LEARNING, V27, P265 Hilton J., 2003, INT REV RES OPEN DIS, V14 Hilton J., 2011, INT REV RES OPEN DIS, V12 Johnstone S. M., 2006, EDUCAUSE Q, V28, P15 McKerlich R., 2013, INT REV RES OPEN DIS, V14 Oblinger, 2012, GAME CHANGERS ED INF, P259 Privateer PM, 1999, J HIGH EDUC, V70, P60, DOI 10.2307/2649118 Provasnik S., 2008, COMMUNITY COLL SPE S Ravid G, 2008, COMPUT HUM BEHAV, V24, P1913, DOI 10.1016/j.chb.2008.02.010 Rockinson- Szapkiw A. J., 2012, COMPUTERS ED Shepperd JA, 2008, TEACH PSYCHOL, V35, P2, DOI 10.1080/00986280701818532 U. S. Government Accountability Organization, 2005, US GOV ACC ORG PUBL UNESCO, 2002, FOR IMP OP COURS HIG Wiley D., 2012, INT REV RES OPEN DIS TC 0 Z9 0 SN 1492-3831 PY 2014 VL 15 IS 2 BP 67 EP 84 UT WOS:000342405900005 ER PT J AU Marin, V Negre, F Perez, A AF Marin, Victoria Negre, Francisca Perez, Adolfina TI Construction of the Foundations of the PLE and PLN for Collaborative Learning SO COMUNICAR AB In this article we approach the topic of collaborative learning by means of the creation and maintenance of personal learning environments and networks (PLE and PLN) and their integration within institutional virtual learning environments (VLE) as strategies to enhance and foster collaborative learning. We take an educational point of view: the student learns independently and carries out activities in groups to achieve common goals. Our aim is to experiment with didactical methodologies of integration between the institutional VLE and PLE, and to analyze the university students' construction of PLE. Due to its importance in facilitating and fostering collaborative learning, special emphasis is placed on the construction of the personal learning network. We performed a design-based research on an academic course for Primary teachers. The results show that the students construct their PLE and PLN using newly acquired knowledge and that an appropriate methodological integration takes place between these environments and the institutional VLE for integrated learning. As conclusion, we propose an integrative methodological model for collaborative learning as a good practice. CR ADELL J, 2013, ENTOMES PERSONALES A, P29 ADELL J, 2010, CLAVES INVESTIGACION, P19 Attwell G., 2007, ELEARNING PAPERS, V2, P1 Brown S, 2010, INTERACT LEARN ENVIR, V18, P1, DOI 10.1080/10494820802158983 Bruffee Kenneth A, 1995, CHANGE, V27, P12 CHATTI M. A., 2013, PERSONAL LEARNING EN Chatti MA, 2012, IEEE T LEARN TECHNOL, V5, P177, DOI 10.1109/TLT.2011.33 Couros A, 2010, ISS ONLINE EDUC, P109 Dillenbourg P., 1999, COLLABORATIVE LEARNI DOWNES S., 2010, LEARNING NETWORKS CO, P1 ESCANDELL C., INT J VIRTU IN PRESS Hannafin M. J., 1999, INSTRUCTIONAL DESIGN, V2, P115 HILZENSAUER W., 2008, ELEARNING PAPERS, V9 Ingram A. L., 2004, ONLINE COLLABORATIVE, P215 Johnson D., 1999, APRENDIZAJE COOPERAT JOHNSON D., 1996, HDB RES ED COMMUNICA, V1, P785 Jonassen D.H., 2003, LEARNING SOLVE PROBL Kirschner P. A., 2002, 3 WORLDS CSCL CAN WE, P7 Lipponen L., 2002, COMPUTER SUPPORT COL, P72 MARIN V. I., 2012, P PLE C 2012 AV PORT MARIN V. I., SYNERGIC IN IN PRESS, DOI [10.4018/978-1-4666-4655-1, DOI 10.4018/978-1-4666-4655-1] MARIN V. I., 2013, ENTORNOS PERSONALES, P143 ONRUBIA J., 1997, CUADERNOS PEDAGOGIA, V255, P65 PRENDES M. P., 2007, NUEVAS TECNOLOGIAS A, P205 REEVES T. C., 2000, INT PERSP INSTR TECH Reeves T.C., 2006, ED DESIGN RES, P86 SALINAS J., 2012, RED, V32 SALINAS J., 2008, METODOLOGIAS CENTRAD SALINAS J, 2013, ENTORNOS PERSONALES, P53 SALINAS J., 2013, INTERACTIVE LEARNING Sclater N, 2008, EDUCAUSE CTR APPL RE, V13, P2008 Sloep P, 2011, COMUNICAR, P55, DOI 10.3916/C37-2011-02-05 Stahl G., 2000, 4 INT C LEARN SCI, P70 Van den Akker Jan, 1999, DESIGN APPROACHES TO, P1 WHEELER S., 2009, ITS PERSONAL LEARNIN TC 0 Z9 0 SN 1134-3478 EI 1988-3293 PD JAN PY 2014 IS 42 BP 35 EP 43 DI 10.3916/C42-2014-03 UT WOS:000329135100005 ER PT J AU Marty, O AF Marty, Olivier TI Monetizing French Distance Education: A Field Enquiry on Higher Education Value(s) SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB A field enquiry in French distance education allows us to analyze the evolution of a specific institution towards new public management: Parallel to a trend of free courseware and open education, there is a paradoxical reality of distance education monetization. Whereas history shows how traditional French education is a state controlled public good, a new policy is changing the organization's culture towards a commercial and industrial activity. From inside the institution, we describe the cultural changes, with its human resources, accounting, and marketing dimensions. We relate debates about the institution's business model within the economy of knowledge selling either services or contents, focusing on the learner's experience. Lastly, we analyze the notion of value underlying this monetization of a distance education institution: both the computing of a specific training's value and the shared values of the workers binding up their collective identity. CR Babier J. M., 2009, ENCY FORMATION Canaan JE, 2008, ROUTL RES EDUC, V15, P1 Dewey J., 1997, EXPERIENCE ED Feyerabend P., 2010, METHOD Lescure E., 2010, METIERS FORMATION AP Mercer J, 2007, OXFORD REV EDUC, V33, P1, DOI 10.1080/03054980601094651 Moore M. G., 2012, HDB DISTANCE ED Prost A., 2007, REGARDS HIST ED FRAN Shumar W., 1997, COLL SALE CRITIQUE C Trowler P., 2012, DOING INSIDER RES U Vatin F, 2008, TRAVAIL SES VALEURS Weber F., 2008, MANUEL ETHNOGRAPHE TC 0 Z9 0 SN 1492-3831 PY 2014 VL 15 IS 2 BP 107 EP 120 UT WOS:000342405900007 ER PT J AU Mihaescu, V Vasiu, R Andone, D AF Mihaescu, Vlad Vasiu, Radu Andone, Diana BE Orngreen, R Levinsen, KT TI Developing a MOOC: The Romanian Experience SO PROCEEDINGS OF THE 13TH EUROPEAN CONFERENCE ON E-LEARNING (ECEL 2014) SE Proceedings on the European Conference of e-Learning CT 13th European Conference on e-Learning (ECEL) CY OCT 30-31, 2014 CL Copenhagen, DENMARK HO Aalborg Univ AB Started in 2008 and gathering momentum over the past two years, now an online phenomenon, MOOCs (Massive Open Online Courses) reunite different perspectives over a globalized online learning. The 'pure' and initial ones integrate the connectivity of social networking, the facilitation of an acknowledged expert in a field of study, and a collection of freely accessible online resources. The others are based on online LMS's where "open" students, can join in some or all of the course activities, which might include watching videos, posting on discussion boards and blogs, and commenting via social media platforms or on chat rooms. Widely it is accepted that MOOCs are disruptive - by their very nature they tell a different narrative to that of the traditional university. But all major players in the higher education field have initiated, created or joined a MOOC in the last years. The most successful ones are in widely used languages as English, Spanish or German. Four universities from Romania started a Romanian MOOC environment, which provides free access to valuable education in Romanian language, presented by well-known professors. This papers presents the planning, structuring but also the technological and pedagogical models used in creating the Romanian MOOC. Which one from the MOOC models and LMS the Romanian courses can adopt and integrate? How Romanian students can be encouraged and motivated in attending these courses and how the use of OER and social networking can be encouraged? These are just some of the questions which the paper answers, based on the Romanian MOOC development, the enquiries and surveys generated in the universities.. CR Akanegbu A., 2013, DOES KHAN ACAD PASS [Anonymous], 2013, MIT TECHNOLOGY REV Bean M., 2013, INTERVIEW FUTURELEAN Cheng C. K., 2011, ASSESSING EFFECTIVEN Coetzee Derrick, 2014, P 17 ACM C COMP SUPP, P1176 Crosslin M., 2014, DESIGNING DUAL LAYER Daniel J., 2012, J INTERACTIVE MEDIA Downes S., 2011, CONNECTIVISM CONNECT Ermalai I., 2014, REV CERCET INTERV SO Grover S., 2013, MOOC DISTRIBUTED INT Holotescu C., 2014, OER ROMANIA POERUP P ICEF Monitor, 2013, COURS OFF BIOM BAS Mak S. F. J., 2010, P 7 INT C NETW LEARN Markoff J., 2011, VIRTUAL ARTIFICIAL B Marques J., 2013, SHORT HIST MOOCS DIS Masters K., 2011, INTERNET J MED ED, V1 McGuire R., 2013, MOOC EXPT GOOGLE HAN Meinel C., 2013, OPENHPI EVOLUTION MO Morrisson D., 2013, NOT DESIGN MOOC DISA Nielsen J., 2010, EYETRACKING WEB USAB Nielsen J., 2006, F SHAPED PATTERN REA Siemens G., 2008, MOOC MEGACONNECTIVIS Siemens G, 2012, MOOCS ARE REALLY PLA Siemens G., 2010, TEACHING SOCIAL TECH Ternauciuc A., 2014, P 6 INT SCI C ELEANR University Business, 2006, UNIVERSITY BUSINESS Usher A., 2012, BARKING WRONG TREE Voss B., 2012, WHAT CAMPUS LEARDER Yuan L., 2013, MOOCS OPEN DISRUPTIV TC 0 Z9 0 SN 2048-8637 BN 978-1-910309-69-8 PY 2014 BP 339 EP 346 UT WOS:000351434400043 ER PT J AU Mtebe, JS Raisamo, R AF Mtebe, Joel S. Raisamo, Roope TI Investigating Perceived Barriers to the Use of Open Educational Resources in Higher Education in Tanzania SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB The past few years have seen increasingly rapid development and use of open educational resources (OER) in higher education institutions (HEIs) in developing countries. These resources are believed to be able to widen access, reduce the costs, and improve the quality of education. However, there exist several challenges that hinder the adoption and use of these resources. The majority of challenges mentioned in the literature do not have empirically grounded evidence and they assume Sub-Saharan countries face similar challenges. Nonetheless, despite commonalities that exist amongst these countries, there also exists considerable diversity, and they face different challenges. Accordingly, this study investigated the perceived barriers to the use of OER in 11 HEIs in Tanzania. The empirical data was generated through semi-structured interviews with a random sample of 92 instructors as well as a review of important documents. Findings revealed that lack of access to computers and the Internet, low Internet bandwidth, absence of policies, and lack of skills to create and/or use OER are the main barriers to the use of OER in HEIs in Tanzania. Contrary to findings elsewhere in Africa, the study revealed that lack of trust in others' resources, lack of interest in creating and/or using OER, and lack of time to find suitable materials were not considered to be barriers. These findings provide a new understanding of the barriers to the use of OER in HEIs and should therefore assist those who are involved in OER implementation to find mitigating strategies that will maximize their usage. CR Andrad A., 2011, OER SHIFTING FOCUS O Bateman P., 2008, REVISITING CHALLENGE, P1 Bossu C, 2012, DISTANCE EDUC, V33, P151, DOI 10.1080/01587919.2012.692050 Bryman A., 2008, SOCIAL RES METHODS, V3rd Butcher N., 2011, BASIC GUIDE OPEN ED, P1 Butcher N., 2010, OER DOSSIER OPEN ED Caswell T., 2008, INT REV RES OPEN DIS, V9 Freitas D., 2012, DISTANCE EDUC, V33, P131 Hatakka M., 2009, ELECT J INFORM SYSTE, V37, P1 Hodgkinson-Williams C., 2010, BENEFITS CHALLENGES Hoosen S., 2012, SURVEY GOVT OPEN ED, P1 Hylen J., 2006, OPEN ED Keats D., 2003, 1 MONDAY, V8 Kokutsi F., 2011, U WORLD NEWS Larson R. C., 2008, J ASYNCHRONOUS LEARN, V12, P2 Lesko I., 2013, OPEN PRAXIS, V5, P103 Lindow M., 2011, WEAVING SUCCESS VOIC, P239 Lwoga Edda, 2012, Campus-Wide Information Systems, V29, DOI 10.1108/10650741211212359 MIT, 2006, 2005 PROGR EV FIND R, P1 MIT, 2013, SIT STAT Mtebe J. S., 2014, INT REV RES OPEN DIS, V15, P250 Munguatosha Godfrey Maleko, 2011, On the Horizon, V19, DOI 10.1108/10748121111179439 Ngimwa P, 2012, LEARN MEDIA TECHNOL, V37, P398, DOI 10.1080/17439884.2012.685076 Ngugi CN, 2011, DISTANCE EDUC, V32, P277, DOI 10.1080/01587919.2011.584853 OECD, 2007, GIV KNOWL FREE EM OP Percy T., 2012, OPEN SOURCE SYSTEMS, P112 Richards G., 2013, AFRICAN HLTH OER NET, V4 Samzugi A. S., 2013, HURIA J OUT, V14, P76 Tedre M., 2010, REDEFINING DIGITAL D, V7 Unwin T., 2010, OPEN LEARNING J OPEN, V25, P5, DOI [10.1080/02680510903482033, DOI 10.1080/02680510903482033] URT, 2012, PRIM ED DEV PROGR PH Wilson-Strydom M., 2009, P BRIT ACAD A, P1, DOI 10.1007/978-3-540-68632-3_1 Wright C. R., 2012, INT REV RES OPEN DIS, V13 Yuan L., 2008, OPEN ED RESOURCES OP, P1 TC 0 Z9 0 SN 1492-3831 PY 2014 VL 15 IS 2 BP 43 EP 66 UT WOS:000342405900004 ER PT J AU Mtebe, JS Raisamo, R AF Mtebe, Joel Samson Raisamo, Roope TI Challenges and Instructors' Intention to Adopt and Use Open Educational Resources in Higher Education in Tanzania SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Higher education in Tanzania like in many other Sub-Saharan countries suffers from unavailability of quality teaching and learning resources due to lack of tradition, competence, and experience to develop such resources. Nevertheless, there are thousands of open educational resources (OER) freely available in the public domain that can potentially improve the quality of existing resources or help to develop new courses. The uptake and reuse of these resources in higher learning institutions (HLIs) in Tanzania has been very low. The study applied the unified theory of acceptance and use of technology (UTAUT) model to elicit instructors' intention to adopt and use OER in teaching. The paper also investigated challenges that hinder instructors to adopt and use OER. A sample of 104 instructors selected randomly from five HLIs was collected and tested against the research model using regression analysis. The study found effort expectancy had significant positive effect on instructors' intention to use OER while performance expectancy, facilitating conditions, and social influence did not have significant effect. Challenges that were found to hinder instructors to adopt and use OER are discussed. The findings of this study will help those who are involved in OER implementation to find strategies that will maximize OER adoption and usage in higher education in Tanzania. CR Andrad A., 2011, OER SHIFTING FOCUS O Bateman P., 2008, REVISITING CHALLENGE, P1 Butcher N., 2011, BASIC GUIDE OPEN ED, P1 Butcher N., OER DOSSIER OPEN ED Dinevski D, 2008, ITI, P117, DOI 10.1109/ITI.2008.4588393 Dulle FW, 2011, INF DEV, V27, P32, DOI 10.1177/0266666910385375 Freitas D., 2012, DISTANCE EDUC, V33, P131 Gaur A. S., 2009, STAT METHODS PRACTIC, P208, DOI [10.4135/9788132108306, DOI 10.4135/9788132108306] Hoosen S., 2012, SURVEY GOVT OPEN ED, P1 Hylen J., 2006, OPEN ED Keats D., 2003, 1 MONDAY, V8 Lwoga Edda, 2012, Campus-Wide Information Systems, V29, DOI 10.1108/10650741211212359 McAndrew P., 2008, OPENLEARN RES REPORT MIT, 2006, 2005 PROGR EV FIND R, P1 MIT, 2013, SIT STAT Mtebe JS, 2012, 2012 INTERNATIONAL CONFERENCE ON E-LEARNING AND E-TECHNOLOGIES IN EDUCATION (ICEEE), P240, DOI 10.1109/ICeLeTE.2012.6333383 Munguatosha Godfrey Maleko, 2011, On the Horizon, V19, DOI 10.1108/10748121111179439 Ngimwa P, 2012, LEARN MEDIA TECHNOL, V37, P398, DOI 10.1080/17439884.2012.685076 Ngugi CN, 2011, DISTANCE EDUC, V32, P277, DOI 10.1080/01587919.2011.584853 Nyandara Z. I., 2012, 5 UBUNTUNET ALL ANN, P130 OECD, 2007, GIV KNOWL FREE EM OP Percy T., 2012, OPEN SOURCE SYSTEMS, P112 Samzugi A. S., 2013, HURIA J OUT, V14, P76 Sclater N, 2010, CHANGING CULTURES IN HIGHER EDUCATION: MOVING AHEAD TO FUTURE LEARNING, P485, DOI 10.1007/978-3-642-03582-1_37 Sife A. S., 2007, INT J ED DEV USING I, V3, P57 Swarts P., 2010, TANZANIA ICT ED SITU UNESCO, 2002, UNESCO PROM NEW IN F UNESCO and Commonwealth of Learning, 2011, GUID OP ED RES OER H Unwin T., 2010, OPEN LEARNING J OPEN, V25, P5, DOI [10.1080/02680510903482033, DOI 10.1080/02680510903482033] Venkatesh V, 2003, MIS QUART, V27, P425 Wilson-Strydom M., 2009, POTENTIAL OPEN ED RE Yuan L., 2008, OPEN ED RESOURCES OP, P1 TC 0 Z9 0 SN 1492-3831 PY 2014 VL 15 IS 1 UT WOS:000342405800013 ER PT J AU Munyoka, W AF Munyoka, Willard BE Laborda, JC Ozdamli, F Maasoglu, Y TI Evaluation Impact of Tele-Education As New Open Distance Learning Delivery Mode on Learners in Botswana SO 5TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES SE Procedia Social and Behavioral Sciences CT 5th World Conference on Educational Sciences (WCES) CY FEB 05-08, 2013 CL Rome, ITALY HO Rome Sapienza Univ AB Tele-Education has imaged as a pivotal delivery mode of open distance learning (ODL) in isolated remote areas in developing countries recent years. Assessing impact and successes of such implementations is essential to determine effectiveness of invested efforts in terms of learner satisfaction and individual impact. This paper aims to evaluate the impact of Tele-Education as new ODL mode on learners at college of Distance Open Learning in Botswana (CDOLB). For the assessment framework, we adopt the IS Success/Impact Measurement Framework due to it is successful application to numerous contemporary studies on ODL and because it takes into account the success of educational systems by measuring multiple dimensions of system. 295 students from the CDOLB were surveyed to collect data. A combination of qualitative and quantitative methods using SPSS was used for data analysis. Three key areas of assessment were based on: depth of learning and performance, student satisfaction in line with learning pace and grasping of concepts and student productivity as measured with overall pass rates. The study concludes that Tele-Education has positive impact on way students are learning. This paper provides vital information for designers, planners and institutions wanting to implement tele-education system. (C) 2013 The Authors. Published by Elsevier Ltd. CR Alkhalaf S., 2010, 2010 INT C INT NETW Alkhalaf S, 2012, PROCD SOC BEHV, V47, P98, DOI 10.1016/j.sbspro.2012.06.620 Bernard RM, 2004, REV EDUC RES, V74, P379, DOI 10.3102/00346543074003379 Cao L., 2009, P IEEE INT C COMM IC, P1 Curran VR, 2006, J TELEMED TELECARE, V12, P57, DOI 10.1258/135763306776084400 DeLone W., 1992, INFORMATION SYSTEMS, V3, P60, DOI DOI 10.1287/ISRE.3.1.60 Gable GG, 2008, J ASSOC INF SYST, V9, P377 Light D. A., 1999, HARVARD BUSINESS REV Mbarika V. W. A., 2003, IEEE TECHNOLOGY SOC Myers MD, 1997, MIS QUART, V21, P241, DOI 10.2307/249422 Pan-Africa e-Network Project, 2010, PAN AFR E NETW PROJ Pena-Bandalaria M. D., 2007, INT REV RES OPEN DIS, V8 Petter S, 2008, EUR J INFORM SYST, V17, P236, DOI 10.1057/ejis.2008.15 Rabaa'i Ahmad A., 1988, ICICS2009 Ruth S., 2001, TECHKNOWLOGIA, P35 Simmons L. L., 2011, J STEM ED, V12, P78 SMARTS N., 2010, BOTSWANA GAZETTE Wang YS, 2007, COMPUT HUM BEHAV, V23, P1792, DOI 10.1016/j.chb.2005.10.006 TC 0 Z9 0 SN 1877-0428 PY 2014 VL 116 BP 1248 EP 1252 DI 10.1016/j.sbspro.2014.01.377 UT WOS:000335471201060 ER PT J AU Prasad, D Usagawa, T AF Prasad, Deepak Usagawa, Tsuyoshi TI Towards Development of OER Derived Custom-Built Open Textbooks: A Baseline Survey of University Teachers at the University of the South Pacific SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Textbook prices have soared over the years, with several studies revealing many university students are finding it difficult to afford textbooks. Fortunately, two innovations - open educational resources (OER) and open textbooks - hold the potential to increase textbook affordability. Experts, though, have stated the obvious: that students can save money through open textbooks only if teachers are willing to develop and use them. Considering both the high price of textbooks and the benefits offered by OER and open textbooks, the aim of this study was to assess the University of the South Pacific (USP) teachers' willingness towards development of custom-built OER derived open textbooks for their courses with a focus on providing a foundation for strategies to promote open textbook development at USP. This paper reports the findings of an online survey of 39 USP teachers. The results show that 17 teachers were willing to develop OER derived custom-built open textbooks for their courses. Besides this, there are findings relating to six important areas: teachers' motivation to develop open textbooks; the frequency of more than one prescribed textbook per course; teachers' awareness of the costs of the prescribed textbooks; the average cost of prescribed textbooks in a course; teachers' awareness and utilization of OER and open textbooks; and teachers' perceived barriers to using OER and types of challenges they encounter while using OER. These findings have been discussed in relation to research studies on OER and open textbooks. CR Acker S. R., 2011, LIB TECHNOLOGY REPOR, V47, P41 Allen N., 2011, HIGH PRICES PREVENT Andrade A., 2011, OER SHIFTING FOCUS O Atenas J., 2014, OPEN PRAXIS, V6, P29 Atkins D. E., 2007, REV OPEN ED RESOURCE Baraniuk R. G., 2013, BRIDGE, V43, P41, DOI [10.1126/ science. 1168018, DOI 10.1126/SCIENCE.1168018] Bliss T., 2013, 1 MONDAY, V18 Carpenter P., 2006, BROOKES EJOURNAL LEA, V2 Chen Q., 2013, ED MEDIA INT, V50, P77, DOI [10.1080/ 09523987.2013.795324, DOI 10.1080/09523987.2013.795324] Florida Distance Learning Construction, 2011, FLOR STUD TXB SURV Florida Virtual Campus, 2012, 2012 FAC ADM OP ED R Graydon B., 2011, EDUCAUSE Q, V34 Gunness S., 2011, OPEN ED RESOURCES SO Hallam G., 2012, BRIEFING PAPER ETEXT Hilton J., 2003, INT REV RES OPEN DIS, V14 Hilton J., 2011, INT REV RES OPEN DIS, V12 Koul L., 2009, METHODOLOGY ED RES Morris-Babb M, 2012, J SCHOLARLY PUBL, V43, P148, DOI [10.3138/JSP.43.2.148, 10.3138/jsp.43.2.148] Muijs D., 2004, DOING QUANTITATIVE R OCED, 2007, GIV KNOWL FREE EM OP Okamoto K., 2013, PUBLIC SERVICES Q, V9, P267, DOI [10.1080/ 15228959.2013.842397, DOI 10.1080/15228959.2013.842397] Pegler C., 2012, J INTERACTIVE MEDIA, P1 Perry M., 2012, COLL TXB BUBBLE OPEN Punch KF, 2005, INTRO SOCIAL RES QUA Schonlau M., 2002, CONDUCTING RES SURVE Senack E., 2014, FIXING BROKEN TXB MA Thompson S. K., 2012, WILEY DESKTOP EDITIO Wiley D., 2012, INT REV RES OPEN DIS, V13 Wiley D., 2012, DRAMATICALLY BRINGIN TC 0 Z9 0 SN 1492-3831 PY 2014 VL 15 IS 4 BP 226 EP 246 UT WOS:000342406100012 ER PT J AU Sarsa, J AF Sarsa, Javier BE Orngreen, R Levinsen, KT TI The Memory of Links: A Consequence of ICT and Connectivism SO PROCEEDINGS OF THE 13TH EUROPEAN CONFERENCE ON E-LEARNING (ECEL 2014) SE Proceedings on the European Conference of e-Learning CT 13th European Conference on e-Learning (ECEL) CY OCT 30-31, 2014 CL Copenhagen, DENMARK HO Aalborg Univ AB Every day we are selecting and storing contents in ICT devices which are intervening or will intervene in our future knowledge acquisition. The relations established between our brain and different external resources also need to be stored in some part of the long-term brain memory. Under this premise, this paper defines and analyses the 'Memory of Links' concept (MoL) as a consequence of the connectivism phenomenon. That implies the continuous memorization of locations due to the creation of new connections with ICT devices permanently. The MoL is a part of our biological memory specifically and deliberately used to remember the external location of a vast group of resources and some notions about them. The resources themselves make up your linked or extended memory. So, this paper defines what the MoL concept is and how it seems to work. We intend to show the existence of such MoL and its importance. The results of a questionnaire applied to University students confirmed that each student must remember up to 10 different types of locations where he or she stored important information. As regards the latter, some clear associations were identified in relation to several types of resources (documents, photos, music and videos) which were predominantly stored in offline spaces (hard disks, pendrives, smartphones...). It was also noticed that the organization, synchronization, centralization, maintenance and periodical-review habits were poor. Bearing in mind that nowadays there is an increasing part of the brain memory (MoL) which is related to digital contents, it is urgently needed to reinforce some adequate habits to maintain the MoL active and its linked external resources operative. Finally, we argue the MoL, as long as it is well managed, is essential for learning, since it serves as a launching pad towards new knowledge creation. Therefore, the educational implications of the size and quality of the MoL remain unexplored. CR ANDERSON JR, 1983, J VERB LEARN VERB BE, V22, P261, DOI 10.1016/S0022-5371(83)90201-3 Ash J., 1998, COMMUNICATION WORLD, V15, P23 Atkins PWB, 2001, PSYCHOL RES-PSYCH FO, V65, P202, DOI 10.1007/s004269900015 Beyerstein B., 1999, MIND MYTHS EXPLORING Bush V., 1945, INTERACTIONS, V3, P35 Carr N. G., 2008, ATLANTIC Downes S, 2012, CONNECTIVISM CONNECT Gray WD, 2006, PSYCHOL REV, V113, P461, DOI 10.1037/0033-295X.113.3.461 Hutchins E., 2001, DISTRIBUTED COGNITIO Hutchins E., 1995, COGNITION WILD Kop R., 2008, INT REV RES OPEN DIS, V9, P1 Litman L, 2008, LEARN MEMORY, V15, P711, DOI 10.1101/lm.1132008 Menary R., 2010, EXTENDED MIND Minsky M., 1985, SOC MIND SIMON SCHUS Nelson A., 2005, HARVARD MED SCH GUID Radford B., 1999, SKEPTICAL INQUIRER, V23 Roberts J., 1964, EXPLORATIONS CULTURA Salomon G., 1993, DISTRIBUTED COGNITIO Siemens G., 2004, LEARNING THEORY DIGI Sparrow B., 2011, STUDY FINDS MEMORY W Sparrow B, 2011, SCIENCE, V333, P776, DOI 10.1126/science.1207745 Vygostky L. S., 1978, MIND SOC DEV HIGHER TC 0 Z9 0 SN 2048-8637 BN 978-1-910309-69-8 PY 2014 BP 437 EP 444 UT WOS:000351434400055 ER PT J AU Schuwer, R Kusters, R AF Schuwer, Robert Kusters, Rob TI Mass Customization of Education by an Institution of HE: What Can We Learn from Industry? SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB One of the claims the OER movement makes is that availability of (open) digital learning materials improves the quality of education. The promise is the ability to offer educational programs that take into account specific demands of the learner. The question is how to reach a situation where a customized demand can be met using OER with acceptable quality against acceptable costs. This situation resembles mass customization as is common in industry for several decades now. Techniques from an industry where an end product is assembled with the demands of the customer as a starting point can be translated to the field of education where courses and learning paths through a curriculum are assembled using a mixture of open and closed learning materials and learning services offered by an institution. Advanced IT support for both the modeling of the learning materials and services and a configurator to be used by a learner are necessary conditions for this approach. CR ACM, 2001, COMPUTING CURRICULA Asseldonk T., 2004, MASSA INDIVIDUALISER, P19 Barrett D., 2012, THE CHRONICLE OF HIG Bates A. W., 2005, TECHNOLOGY E LEARNIN, V2nd Christensen C., 2013, BEYOND THE BUZZ WHER Commonwealth of Learning, 2011, GUIDELINES FOR OPEN DIN, 2013, LIST OF DIN STANDARD HEGGE HMH, 1991, INT J PROD ECON, V23, P117, DOI 10.1016/0925-5273(91)90055-X Hodgkinson-Williams C. A., 2010, BENEFITS AND CHALLEN Kirschner P. A., 1994, Computers in Human Services, V10 Koper R, 2004, BRIT J EDUC TECHNOL, V35, P537, DOI 10.1111/j.0007-1013.2004.00412.x Martens R., 1997, ELEKTRONISCHE LEERMA Matkin G. W., 2009, DISTANCE EDUCATION R, V13, P3 Matkin G. W., 2009, DISTANCE ED REPORT, V13, P7 Mistree F., 2012, PATHWAYS TO SUPPLY C Morales L, 2009, LECT NOTES ARTIF INT, V5845, P384 Mulder F., 2013, TREND REPORT OPEN ED, P36 Neven F., 2002, P 10 ACM INT C MULT, P291 OECD, 2007, GIVING KNOWLEDGE FOR Pohl K., 2005, SOFTWARE PRODUCT LIN Rippel M, 2009, INT J ENG EDUC, V25, P729 Schuwer R., 2013, KWALITEITSVRAAGSTUKK Shoham Y., 2012, PACKAGED ONLINE COUR Tseng M.M., 2001, HDB IND ENG, P684, DOI 10.1002/9780470172339.ch25 Ulrich K. T., 1991, DE VOL 39 ISSUES IN, V39 Universities UK, 2011, EFFICIENCY AND EFFEC U.S. Department of Education Office of Educational Technology, 2010, TRANSFORMING AMERICA Valcke M., 1997, MERCATOR AN INTEGRAL Yuen K., 2013, OPEN EDUCATIONAL RES, P41 TC 0 Z9 0 SN 1492-3831 PY 2014 VL 15 IS 2 BP 1 EP 25 UT WOS:000342405900002 ER PT J AU Young, SSC Hung, HC AF Young, Shelley Shwu-Ching Hung, Hui-Chun TI Coping with the Challenges of Open Online Education in Chinese Societies in the Mobile Era: NTHU OCW as a Case Study SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB In an era witnessing the rapid development of information technology, mobile devices have brought revolutionary changes to learning. A single conventional media platform is not enough for the various mobile devices. Technology-enriched educational environments supported by different devices are important research issues nowadays. To capture the rapid growth of mobile users in Chinese societies, OpenCourseWare (OCW) needs to move their learning models toward the mobile sphere. Therefore, this study reports the three years of empirical experience in implementing the upgraded National Tsing Hua University OCW platform and analyzes how users access the platform with various devices. The results indicate a responsive web design and cloud-computing provide great accessibility to meet the diversity of various mobile devices from Chinese users throughout the world, including 466,429 visits with 264 different mobile devices from 146 territories. Moreover, the proposed solutions make the workflow of OCW production more efficient. The study further discussed the importance of both tablets and smartphones. Moreover, to expand the reach of open educational resources (OER) in Chinese societies, the critical issues of fair use and sustainability of OER should be of concern. The findings of the study provide valuable references for web engineers and educators to explore cross-device online learning using PCs and mobile devices. CR Ally M, 2013, INT REV RES OPEN DIS, V14, P14 Ally M., 2005, ENCY MULTIMEDIA TECH Armbrust M, 2010, COMMUN ACM, V53, P50, DOI 10.1145/1721654.1721672 Atkins D. E., 2007, REV OPEN ED RESOURCE Baird N., 2010, OPEN ED 2010 P, P17 Bateman P., 2012, CAMBRIDGE 2012 INNOV Buyya R., 2008, HPCC 08 10 IEEE INT Caudill J., 2007, INT REV RES OPEN DIS, V8, P1 Chaiprasurt C, 2013, INT REV RES OPEN DIS, V14, P377 Chaisatien P, 2009, LECT NOTES COMPUT SC, V5648, P489, DOI 10.1007/978-3-642-02818-2_45 deWaard I, 2011, INT REV RES OPEN DIS, V12, P94 Dhillon S., 2012, EVALUATION FRAMEWORK Dikaiakos MD, 2009, IEEE INTERNET COMPUT, V13, P10, DOI 10.1109/MIC.2009.103 d'Oliveira C, 2010, SCIENCE, V329, P525, DOI 10.1126/science.11826962 Fallahkhair S., 2004, 4 IEEE INT C ADV LEA, P16 Fozdar B., 2007, INT REV RES OPEN DIS, V8, P1 Fukuhara Y., 2010, OPEN ED 2010 P, P1 Gardner B., 2011, CONNECTIVITY USER EX, V11, P13 Ghosh R, 2010, SYM REL DIST SYST, P343, DOI 10.1109/SRDS.2010.49 Gomez S., 2012, CAMBRIDGE 2012 INNOV Heitkotter H., 2013, WEB INFORM SYSTEMS T, V140, P120, DOI [10.1007/978-3-642-36608-6_8, DOI 10.1007/978-3-642-36608-6_8] Hung PH, 2013, EDUC TECHNOL SOC, V16, P194 IDC, 2013, MOB REIGNS SMART CON Johnson L., 2010, 2010 HORIZON REPORT Joiner R, 2003, J COMPUT ASSIST LEAR, V19, P145, DOI 10.1046/j.0266-4909.00015.x Kaltofen S, 2010, LECT NOTES COMPUT SC, V6189, P518, DOI 10.1007/978-3-642-13911-6_42 Kert SB, 2013, J EDUC COMPUT RES, V48, P431, DOI 10.2190/EC.48.4.b Kim H., 2006, RES DEV STRATEGY E L Kim S, 2011, SENSORS-BASEL, V11, P7835, DOI 10.3390/s110807835 Kinshuk, 2013, INT REV RES OPEN DIS, V14, P28 Klebl M, 2010, BRIT J EDUC TECHNOL, V41, P936, DOI 10.1111/j.1467-8535.2010.01134.x Knorr E., 2008, CLOUD COMPUTING Kop R., 2011, CLOUD COMPUTING CREA Kraut R, 2002, J SOC ISSUES, V58, P49, DOI 10.1111/1540-4560.00248 Kukulska-Hulme A., 2007, INT REV RES OPEN DIS, V8 Liu TC, 2007, EDUC TECHNOL SOC, V10, P107 Looi CK, 2010, BRIT J EDUC TECHNOL, V41, P154, DOI 10.1111/j.1467-8535.2008.00912.x Marcotte E., 2011, RESPONSIVE WEB DESIG McCormick E., 2004, COMP 19 ANN ACM SIGP, V19, P9 Mortera F., 2010, OPEN ED 2010 P Na D. Y., 2011, CONNECTIVITY USER EX, V11, P20 Naismith L., 2005, LIT REV MOBILE TECHN OLCOS Roadmap, 2007, OP ED PRACT RES OLCO OpenCourseWare, 2012, SIT STAT MIT OPENCOU OpenCourseWare, 2006, UNL KNOWL EMP MINDS Paniagua C., 2011, PROCEEDINGS OF THE 1, P485, DOI [10.1145/ 2095536.2095636, DOI 10.1145/2095536.2095636] Patten B, 2006, COMPUT EDUC, V46, P294, DOI 10.1016/j.compedu.2005.11.011 Peters K., 2007, INT REV RES OPEN DIS, V8 Rogers Y, 2009, MORG KAUF SER INTER, P3 Rolfe V., 2012, P CAMBR 2012 INN IMP Roschelle J, 2003, J COMPUT ASSIST LEAR, V19, P260, DOI 10.1046/j.0266-4909.2003.00028.x Sharples M., 2007, SAGE HDB E LEARNING, P221 Squire K, 2007, J LEARN SCI, V16, P371 The William and Flora Hewlett Foundation, 2013, OP ED RES Ting YL, 2012, J EDUC COMPUT RES, V46, P119, DOI 10.2190/EC.46.2.a Tracey R., 2009, INSTRUCTIVISM CONSTR Traxler J., 2007, INT REV RES OPEN DIS, V8, P1 TWNIC, 2013, WIR INT US TAIW Valk J., 2010, INT REV RES OPEN DIS, V11, P13 Van't Hooft M., 2008, EMERGING TECHNOLOGIE, V3, P30 Vaquero LM, 2009, ACM SIGCOMM COMP COM, V39, P50, DOI 10.1145/1496091.1496100 W3C Working Group, 2005, SCOP MOB WEB BEST PR Wang YH, 2013, EDUC TECHNOL SOC, V16, P296 WebDesignShock, 2011, RESP WEB DES MOST CO Wheeler B., 2009, EDUCAUSE REV, P52 White T., 2013, TABLETS TRUMP SMARTP Yoon Y., 2010, NIPA NATL IT IND PRO, V1439, P28 TC 0 Z9 0 SN 1492-3831 PY 2014 VL 15 IS 3 BP 158 EP 184 UT WOS:000342406000009 ER PT J AU Parker, J AF Parker, Jan TI Imaging, imagining knowledge in higher education curricula: new visions and troubled thresholds SO TEACHING IN HIGHER EDUCATION AB It is urgent that we re-examine models of knowledge and knowledge-making within the university, at this time of open learning and deregulated multi-million dollar and euro open science hubs and portals. For otherwise, we are bound into crude' instrumentalism, delivering' knowledge packets' rather than seeing our curricula as potentially transformative (Head in the Clouds and Feet on the Ground. http://www.srhe.ac.uk/events/details.asp?EID=54). This article reflects on two issue-raising colloquia which challenged and reimagined our models of disciplinary knowledge and curricula design: the Society for Research in Higher Education (SRHE) Theory Network New Visions' symposium and the 4th Biennial Threshold Concepts Conference. Both were linked by a pre-occupation with the visualisation and modelling of knowledge and university knowledge-making: the first looking to Barnett's Structuring Knowledge in an Age of Non-Structure' and Peters Open Science Economy' and the second concerned with academic and, now, professional, threshold concepts'; both challenged the way we imagine, and image, knowledge and its incorporation and creation in university curricula. RI boran, gul hanim/C-5889-2014 CR Barnett R., 1999, TEACH HIGH EDUC, V4, P555, DOI 10.1080/1356251990040411 Barnett R., 2012, HEAD CLOUDS FEET GRO Barnett R., 2004, LONDON REV ED, V2, P61, DOI [10. 1080/1474846042000177483, DOI 10.1080/1474846042000177483] Bauman Zygmunt, 2000, LIQUID MODERNITY Bernstein B., 1990, SOCIAL CONSTRUCTION, VIV Bhaskar R., 2008, REALIST THEORY SCI Deleuze G, 1987, 1000 PLATEAUS CAPITA Kirk G. S., 1987, PRESOCRATIC PHILOS Kuhn T. S. (, 1962, STRUCTURE SCI REVOLU Lacan Jacques, 2006, ECRITS 1 COMPLETE ED, P75 Latour Bruno, 1986, LAB LIFE SOCIAL CONS Melles G., 2012, ARTS HUMANITIES HIGH, V11, P346, DOI 10.1177/1474022211432116 Meyer J., 2006, OVERCOMING BARRIERS Meyer J. H. F., 2008, THRESHOLD CONCEPTS D Neumann R, 2002, STUD HIGH EDUC, V27, P405, DOI 10.1080/0307507022000011525 Pace D., 2004, DECODING DISCIPLINES Perkins D, 1999, EDUC LEADERSHIP, V57, P6 Perkins D., 2006, OVERCOMING BARRIERS, P33 Perry Jr W. G., 1981, MODERN AM COLL, P76 Popper K, 1959, LOGIC SCI DISCOVERY Sharples M., 2012, 1 OP U Vygotsky L., 1978, MIND SOC DEV HIGHER TC 0 Z9 0 SN 1356-2517 EI 1470-1294 PD NOV 1 PY 2013 VL 18 IS 8 BP 958 EP 970 DI 10.1080/13562517.2013.827650 UT WOS:000326370500012 ER PT J AU Cannell, P AF Cannell, Pete TI Open educational resources: Innovation, research and practice SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY AB A timely and wide ranging look at the developing world of Open Educational Resources (oer), with contributions that will be valuable for academics, developers and anyone wishing to gain an informed overview of the field. If you believe the content of this book may well be be relevant to you, I suggest that you borrow a copy to study. Pete Cannell CR MCGREAL R, 2013, ED RESOURCES INNOVAT TC 0 Z9 0 SN 0007-1013 PD SEP PY 2013 VL 44 IS 5 BP E174 EP E175 DI 10.1111/bjet.12096_4 UT WOS:000322983800018 ER PT J AU Dyer, C AF Dyer, Caroline TI Does mobility have to mean being hard to reach? Mobile pastoralists and education's 'terms of inclusion' SO COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION AB Nomadic groups are highly discriminated against in access to education services, and the 2010 Education For All Global Monitoring Report demanded urgent action to address their education deprivation. Mobile pastoralists, particularly, appear to be falling beyond the remit of migration studies in education, although they are among the most mobile people in the world. Pastoralists' education inclusion has been promoted by models of provision across the mainstream', alternative' and Open Learning traditions, but examples from around the world show that each broad approach comes with identifiable terms of inclusion' that, in different ways, reproduce and/or challenge pastoralists' marginalisation. Achieving political commitment to addressing the scale and extent of pastoralists' education deprivation is not unimaginable, but contingent on significant reappraisal of mobility as a livelihood strategy and of the legitimacy of pastoralism as a sustainable contemporary livelihood. CR African Union Commission, 2010, POL FRAM PAST AFR SE Agrawal A., 2004, Nomadic Peoples, V8, P36, DOI 10.3167/082279404780446113 Akyeampong K, 2013, INT J EDUC DEV, V33, P272, DOI 10.1016/j.ijedudev.2012.09.006 Andreasson S, 2006, POLIT STUD-LONDON, V54, P3, DOI 10.1111/j.1467-9248.2006.00563.x Arjona Cesar, 2012, INT JL CONTEXT, V8, P155 Bangsbo E, 2008, EDUC REV, V60, P69, DOI 10.1080/00131910701794598 Berry N., 2010, DISASTER RISK REDUCT Blench R., 2001, PASTORALISM NEW MILL Carr-Hill R., 2006, ED NOMADS CURRENT IS, P35 Carr-Hill R, 2012, COMPARE, V42, P187, DOI 10.1080/03057925.2012.652806 Chatty D., 2006, NOMADIC SOC MIDDLE E, P431 Chatty D., 2006, ED NOMADIC PEOPLES C, P212 Danaher PA, 2009, ROUTL RES EDUC, V24, P1 de Weijer F., 2005, PASTORALIST SUPPORT Dembere L., 2006, ED NOMADIC PEOPLES C, P193 Devereux S, 2010, EUR J DEV RES, V22, P678, DOI 10.1057/ejdr.2010.29 du Toit A., 2005, 101 CSSR U CAP TOWN Dyer C., 2008, J DEV STUD, V44, P820 Dyer C., 2013, INT J ED DEV, V31 Dyer C., 2014, NOMADS ED DEV MOBILE Dyer C., 2006, ED NOMADIC PEOPLES C Dyer C, 2012, COMPARE, V42, P259, DOI 10.1080/03057925.2011.641359 ECHO (European Commission Humanitarian Aid Department), 2009, GET KNOW PAST IT WOR FAO, 2003, STAT FOOD INS WORLD GALATY J.G., 1990, WORLD PASTORALISM HE, P1 Greany K., 2012, THESIS U LONDON Hickey S., 2007, 81 CHRON POV RES CTR IGAD, 2007, IGAD REG WORKSH DIS IIED, 2009, MOD MOB FUT LIV PROD Kenny M., 2009, TRAVELLER NOMADIC MI, P28 Klute G., 1996, NOMADIC PEOPLES, V38, P3 Kratli S., 2009, MOBILE PASTORALISTS Kratli S., 2001, 126 IDS WORLD BANK Lave J., 1991, SITUATED LEARNING LE Lewin K., 2011, CREATE PATHWAY ACCES, V52 Little P., 2008, CHALLENGING ORTHODOX McCaffery J., 2006, ED NOMADS CURRENT IS, P231 MDNKOAL, 2010, GETT HARD REACH STRA MoESTK, 2010, POL GUID NOM ED KEN MoESTK/UNICEF, 2006, FOR FLEX ED REACH NO Mortimore M., 2009, DRYLAND OPPORTUNITIE Morton J. F., 2010, NOMADIC PEOPLES, V14, P6, DOI DOI 10.3167/NP.2010.140102 Murphy P, 2013, INT J EDUC DEV, V33, P263, DOI 10.1016/j.ijedudev.2012.09.010 Nambi V. Arivudai, 2001, NOMADIC PEOPLES, V5, P155, DOI 10.3167/082279401782310943 Niamir-Fuller M., 1999, MANAGING MOBILITY AF, P102 Nori M., 2007, MOBILE LIVELIHOODS P Oxfam, 2009, TEFA STRAT PLAN 2009 Pattison J., 2011, THESIS U EDINBURGH PEAS, PAST AR ED STRAT Perraton H., 2007, ROUTLEDGE STUDIES DI Rao A., 2006, ED NOMADIC PEOPLES C, P53 Rao Aparna, 2003, NOMADISM S ASIA, P1 Sanou S., 2005, ACCESS TRANSFORMING, P181 Scoones I, 2009, J PEASANT STUD, V36, P171, DOI 10.1080/03066150902820503 Scoones I., 1995, LIVING UNCERTAINTY N Scott J., 1998, SEEING STATE CERTAIN Sen A., 2009, IDEA JUSTICE Shahbazi M., 2006, ED NOMADIC PEOPLES C, P175 Sharma V.P., 2003, PASTORALISM INDIA SC Steiner-Khamsi G., 2005, EUROPEAN ED RES J, V4, P22, DOI 10.2304/eerj.2005.4.1.2 Tahir G., 1997, ED NOMADIC POPULATIO, VI UNDP, 2003, PAST MOB DRYL GLOB D USAID, 2012, MOB SCH SERV NOM PAS USAID, 2008, ED PAST FLEX APPR Woldemichael B., 1995, ED PASTORAL COMMUNIT TC 0 Z9 0 SN 0305-7925 EI 1469-3623 PD SEP 1 PY 2013 VL 43 IS 5 SI SI BP 601 EP 621 DI 10.1080/03057925.2013.821322 UT WOS:000326692600003 ER PT J AU Rosell-Aguilar, F AF Rosell-Aguilar, Fernando TI Delivering unprecedented access to learning through podcasting as OER, but who's listening? A profile of the external iTunes U user SO COMPUTERS & EDUCATION AB Little is known about the learners who download iTunes U resources but do not belong to the Higher Education institutions that provide them. This paper presents the first full profile of the external iTunes U learner and their practices and opinions of the materials they download. The data was gathered through a large survey (over 2000 responses) carried out over two years using the iTunes U site from The Open University. It shows that external iTunes U learners are very different from the internal users and practices described in the literature so far: there are more men than women, mostly middle-aged, and they use the resources mostly for personal reasons. Despite the fact that respondents used the iTunes U site from a distance university, the paper argues that the respondents are comparable to external learners who use resources from other iTunes U sites. This profile of the iTunes U user provides a clearer picture of the target listener and can help inform and improve the materials design and delivery strategies for iTunes U as an independent learning tool and Open Educational Resources (OER) in general. The article also proposes areas for further research and argues for more studies into external learners' use of podcasting resources. (C) 2013 Elsevier Ltd. All rights reserved. CR Belanger Y., 2005, DUKE U IPOD 1 YEAR E Bennett E., 2008, LEARNING TECHNOLOGY, V10, P6 Blaisdell M., 2006, ACAD MP3S IS IT TIME Bolliger DU, 2010, COMPUT EDUC, V55, P714, DOI 10.1016/j.compedu.2010.03.004 Bransford J., 2000, PEOPLE LEARN BRAIN M Cebeci Z., 2006, INTERDISCIPLINARY J, V2, P7 Clark D., 2004, IPOD LEARNING Copley J, 2007, INNOV EDUC TEACH INT, V44, P387, DOI 10.1080/14703290701602805 Daniel DB, 2010, TEACH PSYCHOL, V37, P199, DOI 10.1080/00986283.2010.488542 Edirisingha P., 2007, TURKISH ONLINE J DIS, V8, P87 Evans C, 2008, COMPUT EDUC, V50, P491, DOI 10.1016/j.compedu.2007.09.016 Abdous M, 2012, COMPUT EDUC, V58, P43, DOI 10.1016/j.compedu.2011.08.021 Fernandez V, 2009, COMPUT EDUC, V53, P385, DOI 10.1016/j.compedu.2009.02.014 Ford A., 2009, TIME MAGAZINE Geser Guntram, 2007, OPEN ED PRACTICES RE Heilesen SB, 2010, COMPUT EDUC, V55, P1063, DOI 10.1016/j.compedu.2010.05.002 Hew KF, 2009, ETR&D-EDUC TECH RES, V57, P333, DOI 10.1007/s11423-008-9108-3 Higher Education Statistics Agency (HESA, STAT STUD QUAL UK HE Holder K., 2009, GENDER GAP MORE FEMA Kirkwood A, 2005, STUD HIGH EDUC, V30, P257, DOI 10.1080/03075070500095689 Kirkwood A. T., 2012, INFORM DESIGN ED TEC, P1, DOI DOI 10.4018/978-1-61350-080-4.CH001 Laing C., 2006, IPODL ULEARN CURRENT, P514 Lee M. J. W., 2007, OPEN LEARNING, V22, P201, DOI DOI 10.1080/02680510701619810 Lee MJW, 2009, INTERNET HIGH EDUC, V12, P53, DOI 10.1016/j.iheduc.2008.10.001 Lord G, 2008, FOREIGN LANG ANN, V41, P364 Malan D., 2007, SIGCSE 07 MARCH 7 10, DOI DOI 10.1145/1227310.1227446 Manning S, 2005, POINTERS CLICKERS, V6, P1 McCarty S., 2005, JALT CALL J, V1, P67 McKinney D, 2009, COMPUT EDUC, V52, P617, DOI 10.1016/j.compedu.2008.11.004 Meng P., 2005, PODCASTING VODCASTIN O'Bannon BW, 2011, COMPUT EDUC, V57, P1885, DOI 10.1016/j.compedu.2011.04.001 Panter M. E., 2010, LIB MEDIA CONNECTION, V28, P34 Rosell-Aguilar F, 2009, NEXT GENERATION SOCI, P13 Rosell-Aguilar Fernando, 2007, Computer Assisted Language Learning, V20, DOI 10.1080/09588220701746047 Sloan S., 2005, CATS 2005 25 MARCH Stephenson JE, 2008, COMPUT EDUC, V50, P640, DOI 10.1016/j.compedu.2006.08.007 Walls SM, 2010, COMPUT EDUC, V54, P371, DOI 10.1016/j.compedu.2009.08.018 Welte M., 2007, P 4 INT C MOB TECHN, P16, DOI 10.1145/1378063.1378067 TC 0 Z9 0 SN 0360-1315 PD SEP PY 2013 VL 67 BP 121 EP 129 DI 10.1016/j.compedu.2013.03.008 UT WOS:000320430500011 ER PT J AU Murphy, A AF Murphy, Angela TI Open educational practices in higher education: institutional adoption and challenges SO DISTANCE EDUCATION AB Open educational resources and open education practices have the potential to lower costs and increase participation in higher education. One hundred and ten individuals from higher education institutions around the world participated in a survey aimed at identifying the extent to which higher education institutions are currently implementing open educational resources and open educational practices. The study explores the drivers and challenges faced by institutions considering the implementation of collaborative assessment and accreditation services for courses based on open educational resources, such as the Open Educational Resource University concept. Differences between institutions that are participating in the Open Educational Resources University and non-members are examined. Results from the study indicate that although higher education institutions are aware of, and interested in, open educational resources and open educational practices, there are a number of challenges that need to be overcome to achieve their potential. CR Andrade A., 2011, SHIFTING FOCUS OPEN Atkins D. E., 2007, REV OPEN ED RESOURCE Bossu C, 2012, DISTANCE EDUC, V33, P151, DOI 10.1080/01587919.2012.692050 Bossu C., 2012, P ASCILITE WELL 2012, P124 Conrad D., 2012, J INTERACTIVE MEDIA, V2 D'Antoni S., 2008, OPEN ED RESOURCES BE Dimitriadis Y., 2009, ELEARNING PAPERS Downes S, 2011, ELEARNING PAPERS Ehlers U. D., 2011, E LEARNING PAPERS, V23, P1 Friesen N., 2009, INT REV RES OPEN DIS, V10 Geser Guntram, 2007, OPEN ED PRACTICES RE Hylen J, 2006, OPEN ED RESOURCES OP Hylen J., 2007, OECD OBSERVER, V263, P21 Mackintosh W., 2012, OPEN ED RESOURCES CH, P263 Mackintosh W., 2011, OERU OPEN ED RESOURC Mackintosh W., 2011, OPEN ED RESOURCES OE Olcott D, 2012, DISTANCE EDUC, V33, P283, DOI 10.1080/01587919.2012.700561 Pena H., 2009, HIGHER ED SUCCESS CH Phelan L, 2012, DISTANCE EDUC, V33, P279, DOI 10.1080/01587919.2012.692070 Richter T, 2012, DISTANCE EDUC, V33, P201, DOI 10.1080/01587919.2012.692068 Rolfe V., 2012, RES LEARNING TECHNOL, V20, P1 Taylor J. C., 2007, E J INSTRUCTIONAL SC, V10 Taylor J. C., 2011, OP PLANN M OER ASS C UNESCO, 2002, FOR IMP OP COURS HIG Wiley D., 2006, SUSTAINABILITY OPEN Witthaus G., 2012, OPEN ED RESOURCES SO Witthaus G., 2012, TOUCANS PROJECT BLOG Yuan L., 2008, OPEN ED RESOURCES OP TC 0 Z9 0 SN 0158-7919 EI 1475-0198 PD AUG 1 PY 2013 VL 34 IS 2 SI SI BP 201 EP 217 DI 10.1080/01587919.2013.793641 UT WOS:000324360900006 ER PT J AU Garcia-Barriocanal, E Sicilia, MA Sanchez-Alonso, S AF Garcia-Barriocanal, Elena Sicilia, Miguel-Angel Sanchez-Alonso, Salvador TI Providing semantic metadata to online learning resources on sustainable agriculture and farming: combining values and technical knowledge SO INTERACTIVE LEARNING ENVIRONMENTS AB Sustainable or organic agriculture aims at harmonizing the efficient production of food with the preservation of the environmental conditions for continuing production in a sustained way. As such, it embodies a set of environmental values that are currently taught and learnt worldwide in specific courses or as part of broader programs or curricula. The increased availability of online, open learning resources enables new possibilities for education in the domain of sustainable agriculture and farming. Concretely, portal projects related to sustainable agriculture have been deployed in the last years, using metadata as a mechanism to make resource search more effective in large, multilingual, and heterogeneous content databases. As environmental values are part of the learning needs targeted by those systems, it is required that both axiological descriptions (relating to values) and technical information (related to domain-specific issues) are expressed through metadata records, which requires a clear differentiation of both kinds of descriptions. This article reports on a knowledge modeling approach that fulfils that need and that can be used for the annotation of learning resources using standardized metadata schemas as IEEE LOM. The model has been prepared for the annotation of learning resources in a cross-national federation of organic agriculture repositories called Organic.Edunet, enabling the combination of both kinds of aspects in the formulation of searches. An analytic assessment of the expressive capabilities of the approach is provided using example resources. RI Sicilia, Miguel Angel /F-5002-2012; Sanchez-Alonso, Salvador/M-2950-2014 OI Sanchez-Alonso, Salvador/0000-0002-9949-4797 CR Baader F., 2003, DESCRIPTION LOGIC HD Berners-Lee T, 2001, SCI AM, V284, P34 Catarino Maria Elisabete, 2010, International Journal of Metadata, Semantics and Ontologies, V5, DOI 10.1504/IJMSO.2010.035551 Chaudhry AS, 2010, ELECTRON LIBR, V28, P769, DOI 10.1108/02640471011093480 Davies G., 2006, ASPECTS APPL BIOL, P107 Deniman D., 2003, J DIGITAL INFORM, V4 Downes S., 2004, J INTERACTIVE MEDIA, P5 Edwards R., 1995, FORMAL AXIOLOGY ITS Fischer Stephan, 2001, J ED RESOURCES COMPU, V1 Fjelsted-AlrOe H., 2002, AGR HUM VALUES, V19, P3, DOI [10. 1023/A:1015040009300, DOI 10.1023/A:1015040009300] Friesen N, 2005, Interdisciplinary Journal of Knowledge and Learning Objects, V1 Gaevic D., 2007, INTERACTIVE LEARNING, V15, P1, DOI [10. 1080/10494820600968203, DOI 10.1080/10494820600968203] Garcia-Barriocanal E, 2011, INTERACT LEARN ENVIR, V19, P25, DOI 10.1080/10494820.2011.528879 Greenberg J., 2003, ENCY LIB INFORM SCI GRUBER TR, 1993, KNOWL ACQUIS, V5, P199, DOI 10.1006/knac.1993.1008 Hartman R. S., 1951, J PHILOS, V48, P413, DOI 10. 2307/2020974 Hartman R. S., 1967, J VALUE INQUIRY, V1, P38 Hartman RS, 1967, STRUCTURE VALUE FDN Hill S., 1988, AGR HUM VALUES, V5, P92, DOI 10. 1007/BF02217652 Huisingh D., 2006, Clean Technologies and Environmental Policy, V8, DOI 10.1007/s10098-006-0034-y IEEE, 2002, IEEE STAND LEARN OBJ Kahlert R. C., 2006, 1 INT WORKSH ONT BAS, P7 Kilcher L., 2007, JARTS WITZENHAUSEN S, V89, P31 Lieblein G, 2000, J SUSTAIN AGR, V16, P49, DOI 10.1300/J064v16n04_06 Manouselis N, 2009, LECT NOTES COMPUT SC, V5686, P255, DOI 10.1007/978-3-642-03426-8_32 McGreal R., 2004, INT J INSTRUCTIONAL, V1, P21 Moles J ., 1992, AGR HUM VALUES, V9, P64, DOI [10. 1007/BF02217966, DOI 10.1007/BF02217966] Nelson E, 2009, AGR HUM VALUES, V26, P233, DOI 10.1007/s10460-008-9156-7 Ng A, 2007, COMPETENCIES ORG E L, P185 Niles I., 2001, P 2 INT C FORM ONT I, P2 Noe E., 2003, International Journal of Sociology of Agriculture and Food, V11, P3 Ochoa X, 2009, IEEE T LEARN TECHNOL, V2, P226, DOI 10.1109/TLT.2009.28 Padel Susanne, 2008, International Journal of Agricultural Resources Governance and Ecology, V7, P63 Palavitsinis N., 2009, INFORM TECHNOLOGIES Paull J., 2007, ELEMENTALS J BIODYNA, V84, P32 Rasmussen J, 2003, BIOL AGRIC HORTIC, V20, P347 Reigeluth C. M., 1999, INSTRUCTIONALDESIGN Sanchez-Alonso S., 2007, P ITA 2007 2 INT INT, P92 Sanchez-Alonso S, 2009, ELECTRON LIBR, V27, P792, DOI 10.1108/02640470910998524 Segura A, 2011, KNOWL-BASED SYST, V24, P119, DOI 10.1016/j.knosys.2010.07.012 Sicilia M. A., 2003, INFORMATION RES, V8, P1 Sicilia MA, 2006, DATA KNOWL ENG, V57, P111, DOI 10.1016/j.datak.2005.04.001 Sicilia MA, 2011, COMPUT HUM BEHAV, V27, P1389, DOI 10.1016/j.chb.2010.07.040 Sini Margherita, 2008, Library Review, V57, DOI 10.1108/00242530810865745 Soergel D., 2004, J DIGITAL INFORM Tzikopoulos A., 2007, LEARNING OBJECTS INS Vaarst M., 2006, JOINT ORG C OD DENM, P30 van der Burgt G. J. H. M., 2007, 3 QLIF C IMPR SUST O, P20 TC 0 Z9 0 SN 1049-4820 PD JUN 1 PY 2013 VL 21 IS 3 BP 301 EP 318 DI 10.1080/10494820.2011.559170 UT WOS:000319045700007 ER PT J AU Xia, J AF Xia, J. TI Let us take a Yale open course: a Chinese view of open educational resources provided by institutions in the West SO JOURNAL OF COMPUTER ASSISTED LEARNING AB This research examines selected online comments from open courses available on Chinese websites. These courses were created by universities in the West as an effort to build open educational resources (OER) and were recently translated into Chinese and were relocated to some popular Chinese websites. This research aimed to understand why the Chinese viewers value open courses offered by foreign institutions. A statistical cluster analysis was applied to identify patterns of viewers' behaviour. OER were analysed in a social context and the significance of cross-cultural communication in information sharing and knowledge delivery was explored. It finds that subject, rather than provider, of a course has a positive impact on the number of meaningful comments. CR Atkins D. E., 2007, REV OPEN ED RESOURCE Blood R, 2002, WEBLOG HDB PRACTICAL Brown J. S., 2008, EDUCAUSE REV, V43 Caswell T., 2008, INT REV RES OPEN DIS, V9 D'Antoni S., 2008, OPEN ED RESOURCES WA Downes S., 2007, INTERDISCIPLINARY J, V3, P29 Feijen M., 2005, ARIADNE OCT, P45 Fulantelli G., 2008, JIME Furukawa T., 2007, AAAI 07 P 22 NAT C A, V2, P1353 Geith C., 2008, J ASYNCHRONOUS LEARN, V12, P105 Geser G., 2007, RUSC, V4, P1 Heath A., 2006, SPECTATOR Herring S. C., 2005, P 38 HAW INT C SYST Herring Susan C., 2004, P 37 HAW INT C SYST Hylen J, 2006, OPEN ED RESOURCES OP Johnstone S. M., 2005, EDUCAUSE Q, V3, P11 Jones S., 2008, 1 MONDAY, V13 Keats D., 2003, 1 MONDAY, V8 Koohang A., 2007, ISSUES INFORM SCI IN, V4, P535 Lee J. G., 2008, 08 P 2008 ACM CONEXT Lin A., 2009, J ASIAN PACIFIC COMM, V19, P289, DOI [10.1075/japc.19.2.03lin, DOI 10.1075/JAPC.19.2.03LIN] Mishne G., 2006, WWW 06 WORKSH WEBL E, V23, P17 Moor P., 2007, THESIS U TWENTE ENSC Mulder F., 2007, DIES NAT Nemoaries, 2011, TRANSLATION OPEN COU Papacharissi Z., 2004, ANN C INT COMM ASS N Parer M. S., 1993, DEV OPEN COURSES Raghavan P., 2009, THESIS OHIO STATE U Scheidt L. A., 2006, BLOGGING CITIZENSHIP, P3 Smith M. S., 2006, CHANGE, V38, P8, DOI 10.3200/CHNG.38.5.8-17 Stacey P., 2007, 1 MONDAY, V12 Trammell KD, 2005, JOURNALISM MASS COMM, V82, P968 Tsagkias M., 2009, P 18 ACM C INF KNOWL Vest C. M., 2006, EDUCAUSE REV, V41, P18 Vollmer T., 2011, NEW FEDERAL ED FUND Wiley D., 2007, SUSTAINABILITY OPEN WILSON T, 2008, INT REV RES OPEN DIS, V9, P1 Xia J., 2011, UBIQUITOUS LEARNING, V3, P71 Xia JF, 2012, J DOC, V68, P72, DOI 10.1108/00220411211200338 Xia JF, 2008, J ACAD LIBR, V34, P489, DOI 10.1016/j.acalib.2008.09.016 Yuan L, 2008, JISC CETIS Zhang Yan-liang, 2010, Zhonghua Yixue Yichuanxue Zazhi, V27, P153, DOI 10.3760/cma.j.issn.1003-9406.2010.02.008 TC 0 Z9 0 SN 0266-4909 PD APR PY 2013 VL 29 IS 2 BP 122 EP 137 DI 10.1111/j.1365-2729.2012.00477.x UT WOS:000316275900002 ER PT J AU Hammer, S AF Hammer, Sara TI Open educational resources and change in higher education SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY AB This engaging book reviews current policy and practice in the development and use of open educational resources (oer) internationally. It includes chapters that examine the current environment for oer development and use, including government and institutional policy, as well as a range of case studies that describe the development, re-use and implementation of oer with a particular emphasis on developing countries. The book is useful for educators, educational leaders, learning resource developers, and government policymakers. Sara Hammer CR Glennie J., 2012, OPEN ED RESOURCES CH TC 0 Z9 0 SN 0007-1013 PD MAR PY 2013 VL 44 IS 2 BP E65 EP E66 DI 10.1111/bjet.12025_4 UT WOS:000315211700010 ER PT J AU Tuomi, I AF Tuomi, Ilkka TI Open Educational Resources and the Transformation of Education SO EUROPEAN JOURNAL OF EDUCATION AB The extremely rapid expansion of open educational resource (OER) initiatives and the millions of learners they attract can be understood as an indicator of an emerging revolution in education and learning. This article describes recent developments in this area and develops conceptual foundations for studies and policies on OER. We describe four different types of OER, locate these in a field of learning theories, and discuss how the wide adoption of OER may constrain and accelerate the transformation of learning and education in the knowledge society. CR Atkins D. E., 2007, REV OPEN ED RESOURCE Benkler Y., 2006, WEALTH NETWORKS SOCI Bereiter C., 2002, ED MIND KNOWLEDGE AG Bowker G., 1999, SORTING THINGS OUT C Brown JS, 1991, ORGAN SCI, V2, P40, DOI 10.1287/orsc.2.1.40 Butcher N., 2011, BASIC GUIDE OPEN ED Daly H.E., 1989, COMMON GOOD REDIRECT de Langen Frank, 2011, OPEN LEARNING J OPEN, V26, P209, DOI 10.1080/02680513.2011.611683 Dewey J., 1915, SCH SOC, V2nd Boshyk Y, 2010, ACTION LEARNING: HISTORY AND EVOLUTION, P1, DOI 10.1057/9780230250734 EC, 2012, COM2012669 EC Ehlers U.-D., 2011, ELEARNING PAPERS MAR, P1 Engestrom Y., 1996, INTRO VYGOTSKY, P151 Engestrom Yrjo, 1996, LIFELONG LEARNING EU, V1, P10 Faure E., 1972, LEARNING BE WORLD ED Giddens A., 1984, CONSTITUTION SOC OUT Giddens Anthony, 1985, NATION STATE VIOLENC Gourly B., 2009, OPEN LEARNING J OPEN, V24, P57, DOI DOI 10.1080/02680510802627845 Grossman L., 1998, TIME DIGITAL 0918 HARDIN G, 1968, SCIENCE, V162, P1243 Hayek FA, 1945, AM ECON REV, V35, P519 Hess C, 2003, LAW CONTEMP PROBL, V66, P111 Hylen J., 2012, OPEN ED RESOURCES AN Inglis A., 1918, PRINCIPLES SECONDARY Kafai Y. B., 1996, CONSTRUCTIONISM PRAC Kolb D., 1984, EXPERIENTAL LEARNING Kop R., 2008, INT REV RES OPEN DIS, V9 Laakso M., 2011, PLOS ONE, V6 Lave J., 1991, SITUATED LEARNING LE Locke John, 1979, ESSAY HUMAN UNDERSTA Luhmann N., 1995, SOCIAL SYSTEMS Luria A. R., 1992, APE PRIMITIVE MAN CH McAndrew P., 2010, J INTERACTIVE MEDIA, V2010, P113 Mirowski P., 1998, TRADITION DISCOVERY, VXXV, P29 Monroy-Hernandez Andres, 2008, Interactions, V15, DOI 10.1145/1340961.1340974 NONAKA I, 1994, ORGAN SCI, V5, P14, DOI 10.1287/orsc.5.1.14 Nussbaum M. C., 1995, WOMEN CULTURE DEV ST, P61 O'Mahony S, 2003, RES POLICY, V32, P1179, DOI 10.1016/S0048-7333(03)00048-9 OECD, 2007, GIV KNOWL FREE EM OP Okada A., 2012, COLL LEARN 2 0 OP ED Olson D. R., 1996, HDB ED HUMAN DEV NEW, P485 Oram Andrew, 2001, PEER TO PEER HARNESS Paavola S., 2009, COMP SUPP COLL LEARN, P89 Plotkin H., 2002, SFGATE 0211 Raymond E. S., 1999, CATHEDRAL BAZAAR MUS Richter T, 2012, DISTANCE EDUC, V33, P201, DOI 10.1080/01587919.2012.692068 Sample I., 2012, GUARDIAN, P1 Scardamalia M, 2006, CAMB HANDB PSYCHOL, P97 Schaffert S, 2010, CHANGING CULTURES IN HIGHER EDUCATION: MOVING AHEAD TO FUTURE LEARNING, P119, DOI 10.1007/978-3-642-03582-1_11 Schank R., 2011, TEACHING MINDS COGNI Schon D. A., 1987, ED REFLECTIVE PRACTI Sen A, 2000, DEV FREEDOM Star SL, 2010, SCI TECHNOL HUM VAL, V35, P601, DOI 10.1177/0162243910377624 Suber P., 2012, OPEN ACCESS Taylor C, 1989, SOURCES SELF MAKING Thomas D., 2011, NEW CULTURE LEARNING Thurow L. C., 1975, INEQUALITY CONTROVER, P170 Tuomi I., 2001, 1 MONDAY, V6 Tuomi I., 2005, OPEN IS FUTURE, P429 Tuomi I., 2006, OPEN ED RESOURCES WH Tuomi I., 2011, ED LEARNING IND AGE Tuomi I., 2002, NETWORKS INNOVATION UNESCO, 2012, 2012 PAR OER DECL UNESCO, 2002, CI2002CONF803CLD1 UN UNESCO, 1996, LEARN TREAS von Hippel E, 2003, ORGAN SCI, V14, P209, DOI 10.1287/orsc.14.2.209.14992 Vygotsky L. S., 1986, THOUGHT LANGUAGE Weber S, 2004, SUCCESS OPEN SOURCE Webster F., 1995, THEORIES INFORM SOC Willems J, 2012, DISTANCE EDUC, V33, P185, DOI 10.1080/01587919.2012.692051 Yin Y., 2011, HYBRID LEARNING, P146 Yoon Y., 1994, RETURN INCREASING RE Young J. R, 2012, CHRONICLE HIGHER ED Zysman J, 2006, COMMUN ACM, V49, P48, DOI 10.1145/1139922.1139947 TC 0 Z9 0 SN 0141-8211 PD MAR PY 2013 VL 48 IS 1 SI SI BP 58 EP 78 DI 10.1111/ejed.12019 UT WOS:000315083900006 ER PT J AU Blyth, C AF Blyth, Carl TI LCTLs and TECHNOLOGY: THE PROMISE OF OPEN EDUCATION SO LANGUAGE LEARNING & TECHNOLOGY AB LCTL educators are beginning to participate in the Open Education movement by developing and sharing their own pedagogical materials referred to as open educational resources (OERs). This new generation of collaborative LCTL materials will invariably challenge longstanding hegemonies in the fields of foreign language education and educational publishing. CR Baraniuk R., 2007, OPENING ED Blyth C, 2012, HYBRID LANGUAGE TEAC, P196 Blyth C, 2009, FOREIGN LANGUAGE LEA, P174 Henderson S., 2011, CHALLENGES LESSONS L Katz S, 2005, MOD LANG J, V89, P490, DOI 10.1111/j.1540-4781.2005.00326.x Lamy N., 2012, LANGUAGE LEARNING TE, V16, P1 Plotkin H., 2010, FREE LEARN Shirky Clay, 2010, COGNITIVE SURPLUS CR Spiro L., OPEN ED LIBERAL ARTS Weller M., 2010, OP ED 2010 P Wiley D., 2012, GAME CHANGERS ED INF, P81 TC 0 Z9 0 SN 1094-3501 PD FEB PY 2013 VL 17 IS 1 SI SI BP 1 EP 6 UT WOS:000315628800001 ER PT J AU Abeywardena, IS Chan, CS Tham, CY AF Abeywardena, Ishan Sudeera Chan, Chee Seng Tham, Choy Yoong TI OERScout Technology Framework: A Novel Approach to Open Educational Resources Search SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB The open educational resources (OER) movement has gained momentum in the past few years. With this new drive towards making knowledge open and accessible, a large number of OER repositories have been established and made available online throughout the world. However, the inability of existing search engines such as Google, Yahoo!, and Bing to effectively search for useful OER which are of acceptable academic standard for teaching purposes is a major factor contributing to the slow uptake of the entire movement. As a major step towards solving this issue, this paper proposes OERScout, a technology framework based on text mining solutions. The objectives of our work are to (i) develop a technology framework which will parametrically measure the usefulness of an OER for a particular academic purpose based on the openness, accessibility, and relevance attributes; and (ii) provide academics with a mechanism to locate OER which are of an acceptable academic standard. From our user tests, we have identified that OERScout is a sound solution for effectively zeroing in on OER which can be readily used for teaching and learning purposes. CR Abeywardena I., 2013, OPEN EDUCATIONAL RES, P3 Abeywardena I. S., 2012, INTERNATIONAL REVIEW, V13, P104 Abeywardena I. S., 2013, OPEN EDUCATIONAL RES, P173 Abeywardena I. S., 2012, PROCEEDINGS OF THE R Anido LE, 2002, COMPUT EDUC, V38, P351, DOI 10.1016/S0360-1315(02)00018-0 Balaji V, 2010, COMM COM INF SC, V108, P36 Barton J., 2003, 2003 DUBLIN CORE CON Brooks C., 2006, International Journal of Continuing Engineering Education and Life-Long Learning, V16, DOI 10.1504/IJCEELL.2006.008917 Calverley G, 2003, COMPUT EDUC, V41, P205, DOI 10.1016/S0360-1315(03)00028-9 Casali A., 2013, INTERDISCIPLINARY JO, V9, P11 Caswell T., 2008, THE INTERNATIONAL RE, V9, P1 Cechinel C, 2009, COMM COM INF SC, V46, P60 De la Prieta F, 2011, ADV INTEL SOFT COMPU, V90, P177 Devedzic V, 2007, IEEE INTERNET COMPUT, V11, P19, DOI 10.1109/MIC.2007.73 Dichev C., 2012, P SIGCSE, P619 Ha KH, 2011, COMM COM INF SC, V240, P312 Kolowich S., 2012, PEARSONS OPEN BOOK Lextek, ONIX TEXT RETRIEVAL Marchionini G., 2009, SYNTHESIS LECTURES O, V5, P1 McGreal R., 2010, PROCEEDINGS OF THE 3 Pawlowski J., 2010, SOSIAALINEN VERKKO O, P23 Piedra N., 2010, ED ENG EDUCON, P1111 Piedra N., 2011, P IEEE GLOB ENG ED C, P1195 Sanger J., 2006, THE TEXT MINING HAND Shelton BE, 2010, PROCEDIA COMPUT SCI, V1, P2865, DOI 10.1016/j.procs.2010.08.012 Tello J., 2007, POST PROCEEDINGS OF, P19 UNESCO, 2012, 2012 PARIS OER DECLA Unwin T., 2005, OPEN LEARNING, V20, P113, DOI DOI 10.1080/02680510500094124 Vaughan L, 2004, INFORM PROCESS MANAG, V40, P677, DOI 10.1016/S0306-4573(03)00043-8 Victor L., 2011, BACKGROUND AND ACTIO Wiley D., 2006, ON THE SUSTAINABILIT Wiley D., 2010, OPEN LEARNING J OPEN, V25, P37, DOI [10.1080/02680510903482132, DOI 10.1080/02680510903482132] Yamada T., 2013, OPEN EDUCATIONAL RES, P85 Yergler N. R, 2010, PROCEEDINGS OF OPEN TC 0 Z9 0 SN 1492-3831 PY 2013 VL 14 IS 4 BP 214 EP 237 UT WOS:000328538300013 ER PT J AU Alajab, A AF Alajab, A. BE Chova, LG Martinez, AL Torres, IC TI DEVELOPING & FORMATIVELY EVALUATING A GRADUATE COURSE IN INSTRUCTIONAL DESIGN FOR THE ARABIAN GULF UNIVERSITY DISTANCE TEACHING & TRAINING SO EDULEARN13: 5TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 5th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 01-03, 2013 CL Barcelona, SPAIN AB As an extension of the postgraduate studies at the Arabian Gulf University, Distance Teaching & Training Program was established to prepare human resources to pursue the professional development and continuous learning based on the regional and international Distance Teaching and Learning standards, a graduate course entitled "Instructional Design" was developed, field tested and formatively evaluated. The major outcomes of the course were identified: to help the students mastering the skills needed for analyzing Open and Distance Learning models according to learners' analysis, learning content analysis, communications & information technologies and helping learners to acquire the skills needed for designing and building course materials that suits open and distance learning. The course outlines and learning material was developed and guided by ADDIE instructional design model. As an instructional designer and open learning writer; the author utilized the systematic approach of course development and writing the material for ODL based on principles of learning driven from the different learning schools and fit distance learning. The course material was reviewed by two professors; the internal reviewer from the Arabian Gulf University and the external from Kuwait University. The course was launched online for the first time using the WebCT LMS for the academic year 2007/2008 and Blackboard since 2009/2010 and taught for around 7 years then evaluated by DTTP students'. The present study is mainly intended to explore the activities utilized for developing the course material and then report on the results of the formative evaluation of the module. The end results were a Workbook in Instructional Design for Distance & Open Learning plus an interactive internet - based learning environment that fount to highly satisfy the learners, motivate them for learning and facilitate their learning outcomes. TC 0 Z9 0 SN 2340-1117 BN 978-84-616-3822-2 PY 2013 BP 1755 EP 1755 UT WOS:000346798301116 ER PT J AU Almashaleh, M AF Almashaleh, Majdi BE Chova, LG Martinez, AL Torres, IC TI THE REALITY OF THE USE OF ONLINE TUTORING SERVICES IN THE ARAB OPEN UNIVERSITY SO EDULEARN13: 5TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 5th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 01-03, 2013 CL Barcelona, SPAIN AB This study aimed to describe the actuality of online tutoring services available in AOU learning management system (LMS). Also it describes the reality of the use of such services by tutors. The sample of 40 subjects who are working online tutors in Jordan branch. The results of the study were indicates that AOU have to adopt an online tutor to support learning processes by means of direct interaction with the learners to decrease drop-out rates, but also to alleviate student isolation and to comply with a moral obligation to help students complete their studies. To achieve this mission AOU stake holders have to maximize the use of online services available in LMS system. The results indicate there are 22 online tutor service offered by provided by learning management and appropriate service for the timing period of university life, and that online tutors in the university use all the educational services provided by the (LMS), and the service that I got the first rank is Assignment (5.81). And less service was used by computer professionals supervisors at the university are workshops (3.58). And the highest year was in the area averages Effective (3.51), and less was in the area averages Accessible (2.91). Based on the results of the study, the study recommendations are warrants. CR Altun A, 2008, TURKISH ONLINE J DIS, V9, P138 Cavus N, 2010, ADV ENG SOFTW, V41, P248, DOI 10.1016/j.advengsoft.2009.07.009 Denis B., 2003, DISTANCES KNOWLEDGE, V1, P24 Denis B., 2004, NETW LEARN C 2004 LA Erney tom, 2004, OHIO LEARNING NETWOR Gerrard C., 2002, P NETW LEARN 2002 3 Griffin T., 2008, P ASC MELB 2008 Jones G., 2005, ED MEDIA INT, V42, P219 Kopp B, 2012, COMPUT EDUC, V58, P12, DOI 10.1016/j.compedu.2011.08.019 Lentell H., 2003, RETHINKING LEARNER S Macdonald C. J., 2008, BLENDED LEARNING ONL McPherson M., 2004, DEV INNOVATION ONLIN Myatt Alice J., 2010, THESIS GEORGIA STATE Pollock wayne, 2009, IMPACT ON LINE TRAIN RIAD AM, 2008, TURKISH ONLINE J DIS, V9, P200 Santos C., 2007, J INTERACTIVE MEDIA, P1 Shepherd C., 2002, SEARCH PERFECT E TUT Slade Sharon, 2009, ALT C 2009 DREAMS BE Smet M., 2008, COMPUT EDUC, V50, P207 Song H., 2004, J ED INFORM MEDIA, V10, P151 Travis j, 2005, J FACULTY DEV, V20, P99 University of La Verne, UND ONL TUT PROGR GU Uzunboylu H., 2006, EVALUATION OPEN SOUR TC 0 Z9 0 SN 2340-1117 BN 978-84-616-3822-2 PY 2013 BP 3256 EP 3266 UT WOS:000346798303041 ER PT J AU Amigud, A AF Amigud, Alexander TI Institutional Level Identity Control Strategies in the Distance Education Environment: A Survey of Administrative Staff SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Physical separation of students and instructors creates the gap of anonymity and limited control over the remote learning environment. The ability of academic institutions to authenticate students and validate authorship of academic work at various points during a course is necessary for preserving not only perceived credibility but also public safety. With the growing scope of distance education programs that permeate critical areas such as healthcare, airspace, water management, and food solutions, universities have a moral obligation to employ secure measures to verify learning outcomes. This study examines the measures universities with large distance education programs employ to align identity of learners with the academic work they do, as well as the effectiveness of and challenges and barriers to their implementation. The research was undertaken using a multiple case approach and examined survey responses from five academic administrators at five officially accredited post secondary institutions in three countries. The cases examined in the study include: Athabasca University, Open University UK, Penn State University World Campus, University of Maryland University College, and eConcordia, Concordia University's distance learning facility. This study is not an exhaustive attempt to examine all aspects of academic integrity, but rather to create awareness about various learner authentication strategies. This study confirms that secure learner authentication in the distance education environment is possible. However, with greater pressure to enhance security of learner authentication, the openness of open learning is challenged and may change as we know it. CR Bailie J., 2008, DISTANCE LEARNING ST Bates T, 2003, EFFECTIVE TEACHING W Bates Tony, 2005, TECHNOLOGY E LEARNIN Case R, 2009, PROCEEDINGS OF THE 2 Chiesl N, 2007, QUARTERLY REVIEW OF, V8, P203 Grijalva T. C., 2006, COLL STUDENT J, V40, P180 Isa PM, 2008, PROC WRLD ACAD SCI E, V28, P452 Kennedy K., 2000, COLL STUDENT J, V34, P309 Maynard A., 2010, SOFTWARE ONLY BIOMET McCabe D., 1996, CHANGE, V28, P28 Mitchell R., 2009, NEW DIRECTIONS FOR C, V148, P63 Moore M., 1996, DISTANCE EDUCATION A Mott J. H., 2010, COLLEGIATE AVIATION, V28, P32 Neuman W. L, 2006, SOCIAL RESEARCH METH Scanlon P. M., 2002, JOURNAL OF COLLEGE S, V43, P347 Sheridan J., 2005, PHARMACY EDUCATION, V5, P241, DOI 10.1080/15602210500288977 TC 0 Z9 0 SN 1492-3831 PY 2013 VL 14 IS 5 BP 128 EP 143 UT WOS:000328539200008 ER PT J AU Bitar, AV Melki, AM Chammas, MG AF Bitar, Amine V. Melki, Antoine M. Chammas, Michel G. BE Chova, LG Martinez, AL Torres, IC TI ELGG: AN EFFECTIVE OPEN SOURCE SOCIAL MEDIA FOR LEBANESE HIGHER EDUCATIONAL INSTITUTIONS SO 7TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2013) SE INTED Proceedings CT 7th International Technology, Education and Development Conference (INTED) CY MAR 04-06, 2013 CL Valencia, SPAIN AB Recently, social computing systems such as Social Network Sites (SNSs) have become more powerful across Human-to-Human interaction. An estimated 80% of university students rely on such SNSs in their daily communications, like internet surfing, discussions and social activities. In some universities, social networks have been adopted as a communication method between teachers and students. Some researchers claim that introducing social networks improves students' academic performance and increases institutional revenues. In addition, a wide number of educational institutions have started the initiative of using open source social networking application. Elgg, in particular, is one of the widely used social learning platforms. This paper discusses the benefits of using Elgg and assesses its potential to substitute existing learning management systems in Lebanese higher educational institutions. It is organized as follows: 1) A literature review to define open source application and point out its benefits, open education and its progress, 2) a review of open source social networking technologies, their features and contribution to the educational process, 3) a discussion of the effect of open source social networking technologies on education systems, 4) an overview of Elgg pointing out its features and benefits as a social learning platform, followed by a comparison with different social learning platforms (Moodle, Drupal, JomSocial, and Chamilo), 5) a case study of implementing Elgg at the Computer Science Department at the University of Balamand, discussion of results is followed, and finally 6) a conclusion with a recommendation to adopt Elgg as a substitute for learning management systems. CR Barrett H., 2005, RES ELECT PORTFOLIOS Berscia W., 2006, ELECT J INTEGRATION Clyde L. A., 2005, TEACHER LIB, V32, P43 Garett N., 2007, EXTENDING ELGG SOCIA Hiltz SR, 2005, COMMUN ACM, V48, P59, DOI 10.1145/1089107.1089139 Jafari A., 2007, RES STUDY CURRENT CM Raymond E.S., 2001, CATHEDRAL BAZAAR MUS Schlenkrich L., 2012, J SOCIAL STUDIES RES Siemens G., 2003, OPEN SOURCE CONTEN 2 Stallman R., 1999, THE GNU PROJECT van Rooij SW, 2009, REV EDUC RES, V79, P682, DOI 10.3102/0034654308325691 Weber S, 2004, SUCCESS OPEN SOURCE TC 0 Z9 0 SN 2340-1079 BN 978-84-616-2661-8 PY 2013 BP 6545 EP 6553 UT WOS:000346699806076 ER PT J AU Burruss, L AF Burruss, Laurie BE Chova, LG Martinez, AL Torres, IC TI ONLINE VIDEO: HOW IT CHANGES & ENHANCES THE WAY WE LEARN! SO EDULEARN13: 5TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 5th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 01-03, 2013 CL Barcelona, SPAIN AB In the last 3 decades, teachers have moved from the 4 walls of the classroom to the infinite possibilities of the Internet. With ten plus years of online video in the making, training resources using rich media reside everywhere - YouTube, Vimeo, Open Education Resources, lecture-capture inside an LMS, and 3rd party rich media libraries. These resources are becoming fully integrated in the learning space and a matter of choice for the student. As well as this rapid adoption of this technology, witness what we have learned about how online video changes and enhances the way we learn. A great online video structures learning around meaning, presents the big picture of the subject matter, and supports it with granular details and steps. Learn "how we learn with video" and about the factors that effect our learning: Audio & Video "best practices" Transcripts and/or closed captioning Repetition and failure in privacy The Player & Playback controls Simplicity, choice, accessibility, usability In user-centered experience design The rewards of anywhere, anytime video learning Personalization & customization - enhanced learning by choice Online video is a powerful tool for extending teaching methodologies and engaging the learner. CR Committee on Developments in the Science of Learning, 2000, PEOPLE LEARN BRAIN M, V2nd Mayer RE, 2009, MULTIMEDIA LEARNING, 2ND EDITION, P1, DOI 10.1017/CBO9780511811678 Medina John, BRAIN RULES TC 0 Z9 0 SN 2340-1117 BN 978-84-616-3822-2 PY 2013 BP 1533 EP 1538 UT WOS:000346798301082 ER PT J AU Cakmak, T Ozel, N Yilmaz, M AF Cakmak, Tolga Ozel, Nevzat Yilmaz, Muharrem BE Uzunboylu, H Ozdamli, F TI Evaluation of the Open Course Ware Initiatives within the Scope of Digital Literacy Skills: Turkish Open CourseWare Consortium Case SO 2ND WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCH SE Procedia Social and Behavioral Sciences CT 2nd World Conference on Educational Technology Researches (WCETR) CY JUN 27-29, 2012 CL Nicosia, CYPRUS HO Near E Univ AB This study aims to evaluate the Turkish Open Course Ware (OCW) initiative in terms of digital literacy skills required for effective usage for new learners. The study also finds out how universities, lecturers/academics and other institutions contribute to this initiative. For the purpose of the study, the descriptive method was used and a check-list which evaluates the OER for the digital literacy skills was created according to the literature review. Findings show that the Turkish OCW initiative has some different point of views in terms of content creation approaches and directions. However, it has interactive learning management system capabilities. The results indicated that the points can be developed for effective course interaction environments. It is also expected that the results will inform the communities about developing OERs and encourage them for further discussions and researches. CR Bodi G., 2011, EUROPEAN J OPEN DIST Das Anup, 2011, Library Hi Tech News, V28, DOI 10.1108/07419051111163848 Futurelab, 2010, DIGITAL LITERACY ACC Hylen J, 2006, OPEN ED RESOURCES OP Lane A., 2010, J INTERACTIVE MEDIA, V2 OECD, 2007, GIV KNOWL FREE EM OP Robertson R. J., 2010, OP ED 2010 P Secker J., 2010, DELILA INFORM LITERA UNESCO, 2002, UNESCO PROM NEW IN F TC 0 Z9 0 SN 1877-0428 PY 2013 VL 83 BP 65 EP 70 DI 10.1016/j.sbspro.2013.06.014 UT WOS:000326279900013 ER PT J AU Comiskey, D McCartan, K Nichol, P AF Comiskey, David McCartan, Kenny Nichol, Peter BE Ciussi, M Augier, M TI iBuilding for Success? iBooks as Open Educational Resources in Built Environment Education SO PROCEEDINGS OF THE 12TH EUROPEAN CONFERENCE ON E-LEARNING (ECEL 2013) SE Proceedings on the European Conference of e-Learning CT 12th European Conference e-Learning (ECEL) CY OCT 30-31, 2013 CL Sophia Antipolis, FRANCE HO SKEMA Business School AB Recent years have seen a shift in the teaching and learning sphere towards online, open reusable resources that can be accessed and exploited by teachers and learners alike to enhance the e-learning experience. At the University of Ulster, a Higher Education Academy funded project to create and rollout a series of Apple iPad iBooks was undertaken to support students on an Architectural Technology and Management undergraduate degree programme. The goal of the iBooks project was to create a media-rich, reusable Open Educational Resource (OER) which the students could use in-class and off-campus to study the fundamentals of the topic. This paper reports upon the experience of a range of academics, mostly within built environment disciplines, in the rollout and use of the iBooks to date. Initially, the project was solely aimed at supporting students on an Architectural Technology and Management programme. However, interest from academics working in institutions in the UK, Europe and further afield has led to an expansion of the project, with academics within these institutions now being able to download and engage with the resource. This paper will report on the 'work in progress' findings of a study to determine whether the iBook can become an effective, truly open educational resource which can be utilised in a range of countries. It will present the benefits, pitfalls and guidelines noted by participants in the experience and list possible areas for further expansion of the study. CR Abilene Christian University, LEARN STUD YEAR ON G Billings M., 2012, OPEN ED RESOURCES LE Butcher N., 2011, COMMONWEALTH LEARNIN Cohen L., 2011, RES METHODS ED Comiskey D., 2013, P C INT C A IN PRESS Communication from the Commission to the European Parliament The Council The European Economic and Social Committee and the Committee of the Regions, 2012, COM2012699 COMM COMM Finstad K, 2006, APPL COGNITIVE PSYCH, V20, P705, DOI 10.1002/acp.1223 Fleming C., 2007, JORUM OPEN ED RESOUR Hutchison A, 2012, READ TEACH, V66, P15, DOI 10.1002/TRTR.01090 Hylen J., 2005, OPEN ED RESOURCES OP IDC, 2013, WORLDW SMART CONN DE Jenkins H., 2009, CONFRONTING CHALLENG Johnson L., 2013, NMC HORIZON REPORT 2 Kinash S., 2010, 27 ANN C AUSTR SOC C Lankshear C., 2003, NEW LITERACIES CHANG Larson LC, 2010, READ TEACH, V64, P15, DOI 10.1598/RT.64.1.2 Leu D., 2006, 55 YB NAT READ C, P1 MELHUISH K., 2010, COMPUTERS NZ SCH LEA, V22 Peluso DCC, 2012, BRIT J EDUC TECHNOL, V43, pE125, DOI 10.1111/j.1467-8535.2012.01310.x Reinking D, 2001, LITERACY AND MOTIVATION, P195 Terras MM, 2012, BRIT J EDUC TECHNOL, V43, P820, DOI 10.1111/j.1467-8535.2012.01362.x TC 0 Z9 0 SN 2048-8637 BN 978-1-909507-84-5 PY 2013 BP 86 EP 93 UT WOS:000342674900012 ER PT J AU Connolly, T AF Connolly, Teresa TI Visualization Mapping Approaches for Developing and Understanding OER SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Open educational resources (OER) can be described in numerous ways (Creative Commons, 2012). In this visualization based context, however, OER can be defined as ...teaching, learning and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials or techniques used to support access to knowledge. (Hewlett Foundation, 2007) This definition emphasizes some of the aspects highlighted in this article, namely that an OER approach has also been taken to capture and visualize OER materials. In addition reference is made to the forthcoming paper, "How Diagrams Aid Teaching and Learning in STEM Subjects as Exemplified by the Teaching and Learning of Systems Thinking in Practice" (Lane, 2012, in press), which outlines how the educational process often involves a mediated discourse between teachers and learners to aid sense or meaning for both parties. CR Compendium, B713 PM CASE STUDY Connolly T., 2008, 4 OP U Connolly T., 2008, MORIL COMPENDIUM MAP Connolly T., 2008, OPENLEARN PRODUCTION Connolly T., 2008, INT J LEARNING TECHN, V15, P209 Connolly T., 2009, CASES N PLACES GLOBA, P71 Creative Commons, 2012, WHAT IS OER DeFillippi Robert, 2006, NEW VISIONS GRADUATE, P103 Fons G., 2010, DSCRIBE WORKFLOW DIA ICOPER, 2012, INT CONT PERF COMP D LabSpace, EADTU MULT RES IND L Lane A., 2012, SYSTEMIC PRACTICE AC Lane A., 2011, OCWC GLOB C BOST MAS Lane A., 2008, 1 OP U Lewin K, 1951, FIELD THEORY SOCIAL McAndrew P., 2009, OPENLEARN RES REPORT Okada A., 2010, INT J TECHNOLOGY KNO, V6, P165 Open University.(n.d.), LEARN SPAC Park J., 2009, DSCRIBE OPENING ED L Rowlett T., 2011, OPEN ED RESOURCES 20, P11 TC 0 Z9 0 SN 1492-3831 PY 2013 VL 14 IS 2 SI SI BP 129 EP 155 UT WOS:000322375800010 ER PT J AU Covlea, V Calin, M Ristea, O Esanu, T Ristea, C Jipa, A Covlea, L AF Covlea, V. Calin, M. Ristea, O. Esanu, T. Ristea, C. Jipa, A. Covlea, L. BE Chova, LG Martinez, AL Torres, IC TI SCIENTIFIC MOVIES AS OPEN LEARNING TOOL IN PHYSICS SO 7TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2013) SE INTED Proceedings CT 7th International Technology, Education and Development Conference (INTED) CY MAR 04-06, 2013 CL Valencia, SPAIN AB The scientific movie offers the access at levels that are not available for a teacher in a school. The making of a scientific movie on the plasma and its characteristics and applications is presented. It can present in classroom processes and phenomena which are impossible to be carried out under the conditions given. The students have access to the understanding of the interactions which take place in the plasma at both macroscopic and microscopic level. CR Covlea V., 2011, DIAGNOSTICAREA PLASM Feynman R., 1963, LECT PHYS Knight W. D., 1973, BERKELEY PHYS COURSE, V1 Lieberman M. A., 1994, PRINCIPLES PLASMA DI Schunk R.W., 1999, IONOSPHERES PHYS PLA TC 0 Z9 0 SN 2340-1079 BN 978-84-616-2661-8 PY 2013 BP 2443 EP 2446 UT WOS:000346699802072 ER PT J AU de Langen, FHT AF de Langen, F. H. T. TI Strategies for Sustainable Business Models for Open Educational Resources SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB For several years, the importance of continuous education has been stressed by several governmental and non-governmental institutions (Janssen & Schuwer, 2012; Marshall & Casserly, 2006). Education is seen as important both for personal growth and empowerment for one's personal wellbeing and for developing the professional capabilities needed in today's society. In his 2011 State of the Union address President Obama put emphasis on the government's ambitions to "out-innovate and out-educate" the rest of the world. Almost at the same time, at the Davos World Economic Forum (2011), the urgency of appropriate education was stressed, observing that the current lack of adequately educated people hinders prosperity and economic growth in the near future. The OECD is preparing a proposal to translate these intentions into a concrete policy. CR Afuah A., 2004, BUSINESS MODELS A ST Bitter-Rijpkema M. E., 2012, POSITIONING THE OER Business Model Generation, 2011, BUSINESS MODEL CANVA Casserly C., 2006, CHANGE THE MAGAZINE, V38, P8 Chesbrough H.W., 2006, OPEN INNOVATION MODE de Langen F. H. T., 2011, OPEN LEARNING THE JO, V26 de Langen F. H. T., 2008, WORKING PAPERS ON MA, VGE 08-01 Dholakia U. W., 2006, WHAT MAKES AN OPEN E Downes S., 2006, MODELS FOR SUSTAINAB Eriksson A., 2010, RAPPORT 2010 10 Feller J., 2010, PROCEEDINGS OF IFIP Griffiths R., 2008, AN ITHAKA REPORT Janssen B., 2012, TREND RAPPORT OPEN E, P62 Koohang A., 2007, ISSUES INFORM SCI IN, V4, P535 Krcmar H., 2010, ECIS 2010 PROCEEDING Kumar M. S. V., 2009, OPEN LEARNING, V24, P77 Lane A., 2008, ELEARNING PAPERS, V10 Lopez Martinez A., 2011, EDULEARN11 PROCEEDIN Mulder F., 2011, CLASSICAL AND DIGITA Osterwalder A., 2004, THESIS Osterwalder A., 2009, BUSINESS MODEL GENER Porter M. E., 1985, COMPETITIVE ADVANTAG Prahalad C. K., 2008, THE NEW AGE OF INNOV Rieger O. Y., 2011, J LIB ADM, V51 Savage C., 2009, OPEN EDUCATIONAL RES Oksanen Peki, 2010, International Journal of Networking and Virtual Organisations, V7, DOI 10.1504/IJNVO.2010.032914 Stacey P, 2012, THE ECONOMICS OF OPE Teece DJ, 2010, LONG RANGE PLANN, V43, P172, DOI 10.1016/j.lrp.2009.07.003 Truyen F, 2011, THE MANY GOOD REASON Tyrvainen P., 2011, J BUS STRAT, V326, P40 Vanhaverbeke W, 2006, OPEN INNOVATION RES Watters A, 2011, APPROPRIATIONS BILL Wiley D., 2012, RIP OER Wit B. de, 2005, STRATEGY SYNTHESIS TC 0 Z9 0 SN 1492-3831 PY 2013 VL 14 IS 2 SI SI BP 53 EP 65 UT WOS:000322375800005 ER PT J AU DeVries, I AF DeVries, Irwin BE Uzunboylu, H Ozdamli, F TI Evaluating open educational resources: Lessons learned SO 2ND WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCH SE Procedia Social and Behavioral Sciences CT 2nd World Conference on Educational Technology Researches (WCETR) CY JUN 27-29, 2012 CL Nicosia, CYPRUS HO Near E Univ AB It was only ten years ago that MIT announced its OpenCourseWare initiative, and in 2012 the Paris Declaration on OER (Open Educational Resources) was announced by UNESCO. Over this decade, there has been a proliferation of open educational resources (OER) worldwide, including the publication of open courses that anyone may access on the Internet. This phenomenon continues to expand, but mostly without the provision of increased levels of service beyond the simple publication of course materials online. In spite of the open Creative Commons licensing under which many of OER materials are published online, actual adoption and adaptation of these materials by another institution wishing to incorporate them into a different educational context poses numerous challenges. This discussion gives an overview of the types of challenges encountered in reusing OER, and provides recommendations for institutions desiring to participate more fully in reusing and repurposing these resources. (C) 2013 The Authors. Published by Elsevier Ltd. CR Atkins D. E., 2007, REV OPEN ED RESOURCE Commonwealth of Learning, 2011, GUID OP ED RES OER H, P22 Downes S., 2007, INTERDISCIPLINARY J, V3, P29 Friesen N., 2010, USING FREE OPEN ONLI Hylen J, 2006, OPEN ED RESOURCES OP MIT, 2011, OUR HIST Open Courseware Consortium, AB OP COURS CONS Stacey P., 2012, EC OPEN Taylor J. C., 2007, OPEN COURSEWARE FUTU UNESCO, 2002, FOR IMP OP COURS HIG, P1 White D., 2011, OPEN ED RESOURCES VA, P29 Wiley D., 2010, OPEN LEARNING J OPEN, V25, P37, DOI [10.1080/02680510903482132, DOI 10.1080/02680510903482132] TC 0 Z9 0 SN 1877-0428 PY 2013 VL 83 BP 56 EP 60 DI 10.1016/j.sbspro.2013.06.012 UT WOS:000326279900011 ER PT S AU Dragomir, CC Panzaru, S Stefanescu, R AF Dragomir, Camelia-Cristina Panzaru, Stelian Stefanescu, Roxana BE Roceanu, I Beligan, D Ciolan, L Radu, C TI REALITIES AND OPPORTUNITIES OF E-LEARNING IN HIGHER EDUCATION SYSTEM FROM ROMANIA SO QUALITY AND EFFICIENCY IN E-LEARNING, VOL 1 SE eLearning and Software for Education CT 9th International Conference eLearning and Software for Education CY APR 25-26, 2013 CL Bucharest, ROMANIA AB In the context of information avalanche and the economic and social environment changes, The traditional teaching and learning methods cannot face the knowledge amount and the dispersion of qualifications, jobs and activity domains, which become more and more specialized and interconnected. Network communication and Internet have expanded the way in which education can be delivered to the learners of today. Today's net-working technologies provide a valuable opportunity to the practice new of teaching and learning methods. The new methods can add value to traditional face-to-face methods. Also, the educators are discovering that new didactic technologies may lead to the facilitating and enhancing social interaction. Therefore, e-learning represents a more and more important concern of all education providers and an inevitable direction for the future in Higher Education. In the past years, e-learning has been used effectively in universities from Romania. Focused on this subject, the paper wants to highlight the significant aspects related to the role e-learning in higher education. In the paper we will present the reasons for which e-learning is appropriate and needed in universities from Romania. It also discusses the opportunities, advantages and disadvantages of the e-learning system. We will also present information related to the open educational resources (OER) used in e-learning to support access to knowledge (WEB 2.0/ e-Learning). The study is based on the theoretical and applicative research that we did on e-learning system in higher education. The authors' opinions based on their own experience are also presented in the paper. CR Abrudan D., 2012, REV GEN MANAGEMENT, V16, P129 Brogan P., 1999, USING WEB TRAIN KNOW Gates B., 1995, ROAD AHEAD, P314 Grigore A., 2010, 6 INT SEM QUAL MAN H, P136 Jonassen D. H., 1999, LEARNING TECHNOLOGY, P223 Kim K., 2006, EDUCAUSE Q, V29, P22 Masie E., 2006, TECHNOLOGY LEARNING, P132 Palloff R. M., 2005, COLLABORATING ONLINE, P199 Sabau I., 2008, P 3 INT S E CEL3 EFF, P243 Stefan A., 2009, REV GEN MANAGEMENT, P53 Vasilescu C., 2008, P 3 INT S E CEL3 EFF, P303 TC 0 Z9 0 SN 2066-026X PY 2013 BP 315 EP 320 UT WOS:000328097500050 ER PT J AU Du, HY Wu, WM Li, Y Shen, ZJ AF Du, Haiyan Wu, Weiming Li, Yang Shen, Zhijian BE Huang, XM TI Combination of Bilingual Teaching and Open Education for Laboratory in Engineering Education SO PROCEEDINGS OF THE 2013 THE INTERNATIONAL CONFERENCE ON EDUCATION TECHNOLOGY AND INFORMATION SYSTEM (ICETIS 2013) SE Advances in Intelligent Systems Research CT International Conference on Education Technology and Information System (ICETIS) CY JUN 21-22, 2013 CL Sanya, PEOPLES R CHINA AB This paper explores the significance and present situation of open education for laboratory in engineering education, describes the effect of bilingual teaching during the education reform in modern society, discusses the feasibility of the combination of bilingual teaching and open education for laboratory in engineering education, as well as the significance of the combination and the impact on education reform. The practical application of the combination indicates that the close combination can complement and promote each other, and can not only exert the teaching and learning initiative of teachers and students and the hardware function of laboratory to the utmost extent, but also improve the quality of engineering education. CR Baker A, 2005, J SYST SOFTWARE, V75, P3, DOI 10.1016/j.jss.2004.02.033 Brunton Virginia, 2010, EVALUATING BENEFITS, P1 Burns DT, 2008, MICROCHIM ACTA, V161, P41, DOI 10.1007/s00604-007-0880-2 CUI XL, 2009, 1 INT WORKSH ED TECH, P980, DOI DOI 10.1109/ETCS.2009.483 Gynan Shaw N., 2005, OFFICIAL BILINGUALIS, P24 Kabeil Magdy M., 2005, J INF TECHNOL, P167 Lu Ang, 2010, 2 INT C COMP AUT ENG, V1, P57 Nordin R., 2011, PROCEDIA SOCIAL BEHA, V18, P7 Ogura Hiroyuki IshiiMotonori, 2000, ARCH ORTHOPAEDIC TRA, V120, P183 Rojas FS, 2005, ANAL BIOANAL CHEM, V382, P978, DOI 10.1007/s00216-005-3228-y SALAZAR DORA L, 2003, INQUIRY MODEL NORMAL, P1 Theobald Nick, 2008, BILINGUAL ED CAUSE C, P1 TC 0 Z9 0 SN 1951-6851 BN 978-90-78677-76-5 PY 2013 VL 65 BP 673 EP 676 UT WOS:000327939300152 ER PT J AU Grunfeld, H Ng, MLH AF Grunfeld, Helena Ng, Maria Lee Hoon TI A Multimedia Approach to ODL for Agricultural Training in Cambodia SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Open distance learning (ODL) has long been an important option for formal and non-formal education (NFE) in most developed and developing countries, but less so in post-conflict countries, including Cambodia. However, in Cambodia there is now greater awareness that ODL can complement traditional face-to-face educational approaches, particularly as there is a shortage of teachers in the country. Thus, understanding how ODL can achieve learning and other objectives has important implications for both formal education and NFE. If it can be found to be effective, ODL has the potential of reaching a large number of people at comparatively lower average costs. This paper reports on a project where the same content was taught to farmers in Cambodia via traditional face-to-face and via ODL and compares outcomes between the different training methods. Exploring the extent to which farmers had adopted new farm practices taught in the course, our results indicate that the outcomes did not vary considerably between those trained using the different approaches. CR Aker J. C., 2011, ABC 123 CAN MOBILE P Ally M, 2009, ISS ONLINE EDUC, P1 Berkvens JBY, 2012, INT J EDUC DEV, V32, P241, DOI 10.1016/j.ijedudev.2011.03.008 Clough G, 2009, ISS ONLINE EDUC, P99 COL-Commonwealth of Learning, 2012, LIF LEARN FARM COMP De Greef N., 2012, INT J LIFELONG ED, V31, P453 Donkor F, 2011, INT REV RES OPEN DIS, V12, P74 Guba E., 1981, EFFECTIVE EVALUATION Gulati S, 2008, INT REV RES OPEN DIS, V9 Hampton C., 2002, PERSPECTIVES DISTANC, P83 Hudson H. E., 2006, RURAL VILLAGE GLOBAL Iqbal S, 2012, INT REV RES OPEN DIS, V13, P147 Isaacs S, 2012, ELEARNING AFRICA 201 Jung I, 2011, INT REV RES OPEN DIS, V12, P63 Jung I, 2012, OPEN FLEX LEARN SER, P1 Latchem C., 2001, PERSPECTIVES DISTANC Librero F., 2010, DISTANCE ED TECHNOLO, P214 Lockee B., 2002, EDUCAUSE Quarterly, V25 Mahmood K, 2005, ELECTRON LIBR, V23, P204, DOI 10.1108/02640470510592906 Mikalsen A. B., 2008, P 6 INT C NETW LEARN National Committee for Sub-National Democratic Development (NCDD), 2009, DISTR COD 1402 KAMCH Perraton H., 2004, POLICY OPEN DISTANCE, P9, DOI 10.4324/9780203464403_chapter_2 Rekkedal T., 2007, INT REV RES OPEN DIS, V8, P1 Rogers E., 2003, DIFFUSION INNOVATION Sanderson E., 2004, PROGR DEV STUDIES, V4, P114 Sen Amartya, 2001, DEV FREEDOM Sulaiman R. V., 2012, J AGR ED EXTENSION, V18, P331 Tikly L, 2011, INT J EDUC DEV, V31, P3, DOI 10.1016/j.ijedudev.2010.06.001 United Nations (UN), 2003, CAMB UNTAC BACKGR World Bank, 2011, E SOURC ICT AGR CONN Wright C. R., 2009, INT REV RES OPEN DIS, V10, P1 Yin RK, 1994, CASE STUDY RES DESIG TC 0 Z9 0 SN 1492-3831 PY 2013 VL 14 IS 1 BP 222 EP 238 UT WOS:000322375400013 ER PT J AU Helmerich, MA AF Helmerich, Markus A. BE Novotna, J Moraova, H TI BUNDLING INDIVIDUAL LEARNING PATHS - AIMING AT MATHEMATICAL PRODUCTS IN OPEN LEARNING PROCESSES SO TASKS AND TOOLS IN ELEMENTARY MATHEMATICS CT International Symposium on Elementary Maths Teaching (SEMT) CY AUG 18-23, 2013 CL Prague, CZECH REPUBLIC HO Charles Univ, Fac Educ AB Open learning environments brings up diverging strategies und results. In this paper a possible way is presented to bundle individual learning paths and to focus on mathematical products of processes. CR Aebli H., 1983, ZWOLF GRUNDFORMEN LE Barzel B., 2011, MATH LEHREN 164, V164, P2 Buchter A., 2007, MATH METHODIK HDB SE Glaser B. G., 1967, DISCOVERY GROUNDED T Graves B., 2011, TEACHING CHILDREN MA, P152 Helmerich M., 2012, BEITRAGE MATHEMATIKU, P365 Helmerich M., 2013, SPURNASEN MATH MATHE Krummheuer G., 1999, GRUNDLAGEN BEISPIELE Lengnink K., 2012, SPURNASEN MATH HANDR Peschel F., 2007, OFFENER UNTERRICHT 1, V1 Peschel F., 2007, OFFENER UNTERRICHT 1, V2 Ruf U., 1995, ICH DU WIR SPRACHE M TC 0 Z9 0 BN 978-80-7290-637-6 PY 2013 BP 115 EP 122 UT WOS:000329448800012 ER PT S AU Holotescu, C Grosseck, G Cretu, V AF Holotescu, Carmen Grosseck, Gabriela Cretu, Vladimir BE Roceanu, I Stanescu, I Barbieru, D TI MOOC'S ANATOMY: MICROBLOGGING AS THE MOOC'S CONTROL CENTER SO QUALITY AND EFFICIENCY IN E-LEARNING, VOL 2 SE eLearning and Software for Education CT 9th International Conference eLearning and Software for Education CY APR 25-26, 2013 CL Bucharest, ROMANIA AB During the last five years, MOOC, the acronym for "Massive Open Online Courses", has become a trend that evolved at an unprecedented pace, accelerated by high profile entrants like top ranked universities and open platforms. The paper explores the most important MOOC projects, with a particular emphasizes on dimensions such as: social media and microblogging platforms for content distribution, facilitators activities, participants interactions, and relations with mobile learning and Open Educational Resources (OERs). The authors also present the design framework of the first Romanian MOOC (roMOOC), which will be run in the summer of 2013, for teachers and practitioners from universities and schools. The roMOOC topics are related to social media and OER integration in the teaching and learning process, while the control center for connecting the distributed participants, facilitators/experts, content and interactions will be Cirip.eu, a Romanian educational microblogging platform. CR [Anonymous], 2013, NMC HOR PROJ SHORT L Creed-Dikeogu G., 2013, KANSAS LIB ASS COLL, V3, P9, DOI [10.4148/culs.v1i0.1830, DOI 10.4148/CULS.V1I0.1830] Cross S., 2013, OLDS MOOC EVALUATION Dennis M., 2012, IMPACT MOOCS HIGHER, V88, P24 Downes S., 2011, MOOC GUIDE Downes S., 2008, INNOVATE, V5 Downes S, 2012, CONNECTIVISM CONNECT Fini A, 2009, INT REV RES OPEN DIS, V10, P5 Gaebel M, 2013, EUA OCCASIONAL PAPER Grosseck G., 2010, ICVL 2010 5 INT C VI Hill P., 2013, E LIT BLOG Holotescu C., 2007, 8 EUR C E COMM LINE Holotescu C, 2009, PROCD SOC BEHV, V1, P495, DOI 10.1016/j.sbspro.2009.01.090 Holotescu C., 2007, WEB2 0 OER ED KEP BL Holotescu C., 2007, RSS BLOGS ED OBELFA Jordan K., 2013, MOOCMOOCHER BLOG Knox J., 2012, ALT ONLINE NEWSLETTE, V28 McAndrew P., 2012, J INTERACTIVE MEDIA, V3 McAuley A., 2010, SSHRC KNOWLEDGE SYNT Mehlenbasher B., 2012, P WORKSH OP SOURC DE, P99 Open Learning Design Studios MOOC - OLDS, 2012, PMOOC PED PATT Porter J. E., 2013, CCCC IP ANN TOP INTE, V2 Rodriguez C. O., 2012, EURODL EUROPEAN J OP Siemens G., 2010, MANAGING LEARNING MO Thompson K., 2011, 7 THINGS YOU SHOULD Watters A., 2012, TOP ED TECH TRENDS 2 Weller M., 2010, OP ED 2010 P TC 0 Z9 0 SN 2066-026X PY 2013 BP 312 EP 319 UT WOS:000328100100050 ER PT J AU Jimenez-Romero, C Johnson, J De Castro, R AF Jimenez-Romero, Cristian Johnson, Jeffrey De Castro, Ricardo BE Ciussi, M Augier, M TI Machine and Social Intelligent Peer-Assessment Systems for Assessing Large Student Populations in Massive Open Online Education SO PROCEEDINGS OF THE 12TH EUROPEAN CONFERENCE ON E-LEARNING (ECEL 2013) SE Proceedings on the European Conference of e-Learning CT 12th European Conference e-Learning (ECEL) CY OCT 30-31, 2013 CL Sophia Antipolis, FRANCE HO SKEMA Business School AB The European Etoile project aims to create high quality free open education in complex systems science, including quality assured certification. Universities and colleges worldwide increasingly use online platforms to offer courses open to the public. Massive Open Online Courses (MOOCs) give millions of people access to education from prestigious universities. Although some courses provide certification of attendance and completion, most do not provide any academic or professional recognition since this would imply a rigorous and complete evaluation of the student's achievements. Since the number of students enrolled may exceed tens of thousands, it is impractical for a lecturer (or group of lecturers) to evaluate all students using conventional hand marking. To be scalable, assessment must be automated. State-of-the-art automated assessment includes multiple choice questions and intelligent marking techniques (involving complex semantic analysis). However, none of these alone can cope with very large student populations of students and guarantee the evaluation quality required for higher education. The goal of this research is to create and evaluate a computer mediated social interaction system for massive online learning communities. This must be scalable and able to assess fairly and accurately student coursework and examinations. We call this approach "machine and socially intelligent peer assessment". We describe our system and illustrate its application. It combines peer assessment and reputation systems to provide independent computerised assessment. Assignment of student markers to scripts is based on reputation scores which emerge from their marking behaviour. A simulation experiment shows how reputation-based social structure evolves in our peer marking system. A pilot experiment with ninety 16-year old high school students in Colombia tested the marking accuracy of our system by comparing the statistical differences between teacher-marked 'gold standard' scores, peer assessment using average scores, and our intelligent reputation-based peer assessment. The research question is to what extent does the proposed approach improve peer marking in terms of marking accuracy and fairness? We report the first results of this experiment, summarise the lessons learned, and describe further work. CR American Educational Research Association American Psychological Association & National Council on Measurement in Education, 1999, STAND ED PSYCH TEST Bostock S., 2000, COMPUTER ASSISTED AS Boud D., 1995, ENHANCING LEARNING S, P63 Butcher P. G., 2010, COMPUT EDUC, V55, P489 Carpenter, 2008, TECHNICAL REPORT Falchikov N., 2002, ASSESSMENT CASE STUD Haladyna T. M, 1999, DEV VALIDATING MULTI, V2nd Hanrahan S. J., 2001, HIGHER ED RES DEV, V20, P53, DOI [10.1080/07924360120043658, DOI 10.1080/07924360120043658] Heywood J., 2000, ASSESSMENT HIGHER ED Hutter C., 2012, ICALT IEEE, P453 Johnson J, 2012, EUR PHYS J-SPEC TOP, V214, P215, DOI 10.1140/epjst/e2012-01693-0 McDougall D., 1997, J RES DEV EDUC, V30, P183 McDowell L., 1996, IMPROVING STUDENT LE, P131 Miller N, 2005, MANAGE SCI, V51, P1359, DOI [10.1287/mnsc.1050.0379, 10.1287/ninsc.1050.0379] Prelec D, 2004, SCIENCE, V306, P462, DOI 10.1126/science.1102081 Roach P., 1999, ASSESSMENT MATTERS H, P191 Sadler PM, 2006, ED ASSESSMENT, V11, P1, DOI DOI 10.1207/S15326977EA1101_ Witkowski J., 2012, ACM C EL COMM, P964 TC 0 Z9 0 SN 2048-8637 BN 978-1-909507-84-5 PY 2013 BP 598 EP 607 UT WOS:000342674900074 ER PT J AU Khanna, P Basak, PC AF Khanna, Pankaj Basak, P. C. TI An OER Architecture Framework : Needs and Design SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB This paper describes an open educational resources (OER) architecture framework that would bring significant improvements in a well-structured and systematic way to the educational practices of distance education institutions of India. The OER architecture framework is articulated with six dimensions: pedagogical, technological, managerial, academic, financial, and ethical. These dimensions are structured with the component areas of relevance: IT infrastructure services, management support systems, open content development and maintenance, online teaching-learning, and learner assessment and evaluation of the OER architecture framework. An OER knowledge and information base, including a web portal, is proposed in the form of a series of knowledge repositories. This system would not only streamline the delivery of distance education but also would enhance the quality of distance learning through the development of high quality e-content, instructional processes, course/programme content development, IT infrastructure, and network systems. Thus the proposed OER architecture framework when implemented in the distance education system (DES) of India would improve the quality of distance education and also increase its accessibility in a well-organised and structured way. CR African Virtual University (AVU), 2011, THE DESIGN AND DEVEL Anderson T., 2009, PRESENTATION AT THE Atkins D. E., 2007, REV OP ED RES OER MO BC Campus OER, 2011, ONLINE PROGRAM DEVEL Betaman P., 2006, OECD EXPERT MEETING Butcher N., 2011, BASIC GUIDE OPEN ED Conole G, 2009, AUSTRALAS J EDUC TEC, V25, P763 Conole G., 2010, LIT REV USE WEB 2 0 Conole G., 2008, JOURNAL OF INTERACTI, V5 Daniel J., 2011, UNIVERSITY WORLD NEW Daniel J., 2012, GUARDIAN PROFESSIONA Daniel J., 2010, PRESENTATION FOR THE Daniel J., 2010, DISTANCE EDUCATION T DAntoni S., 2009, OPEN LEARNING J OPEN, V24, P3, DOI DOI 10.1080/02680510802625443 Diallo B., 2012, OPEN EDUCATIONAL RES Dowes S., 2006, MODELS FOR SUSTAINAB e-GyanKosh, 2011, NAT DIG KNOWL REP Garrison D. R., 2003, E LEARNING IN THE 21 Hilton III J., 2009, THE FOUR RS OF OPENN Hylen J., 2006, ONLINE REPORT JISC OER, 2010, OPEN EDUCATIONAL RES Khan B. H., 2001, ADVANSTAR COMMUNICAT Khanna P., 2011, THE JOURNAL OF INFOR, V11, P153 Lane A, 2010, BRIT J EDUC TECHNOL, V41, P952, DOI 10.1111/j.1467-8535.2010.01119.x Laurillard D., 2002, RETHINKING UNIVERSIT Lloyd D., 2004, EXPRESSO DEVELOPERS Margulies A., 2005, PRESENTATION AT THE McAndrew P., 2010, JOURNAL OF INTERACTI MODAF, 2005, MOD ARCHITECTURAL FR Mulder F., 2006, PRESENTATIONS DIES N OECD, 2007, GIVING KNOWLEDGE FOR Ossiannilsson E., 2011, PAPER PRESENTED AT T Plotkin H., 2010, FREE TO LEARN AN OPE Schuwer Robert, 2009, OPEN LEARNING J OPEN, V24, P67, DOI DOI 10.1080/02680510802627852 Srivathsan K. R., 2009, 1ST IOCG WORKSHOP Stacey P., 2011, OPEN EDUCATIONAL RES Tang A., 2004, COMPARATIVE ANALYSIS UNESCO, 2010, POLICY BRIEF UNESCO, 2004, THE HIGHER EDUCATION UNESCO, 2005, UNESCO WORLD REPORT UNESCO, 2002, FORUM ON THE IMPACT UNESCO-COL, 2011, UNESCO COL GUIDELINE United Nations Educational Scientific and Cultural Organization, 2007, EDUCATION FOR ALL BY Unwin T., 2005, OPEN LEARNING, V20, P113, DOI DOI 10.1080/02680510500094124 WikiEducator, 2007, OER PRODUCER CONSUME Wiley D., 2006, EXPERT MEETING ON OP Wiley D., 2009, OPEN CONTENT BLOG William and Flora Hewlett Foundation, 2008, OPEN EDUCATIONAL RES Wright C. R., 2012, THE INTERNATIONAL RE, V13, P181 TC 0 Z9 0 SN 1492-3831 PY 2013 VL 14 IS 1 BP 65 EP 83 UT WOS:000322375400005 ER PT J AU Korkalainen, T Tahtinen, M AF Korkalainen, T. Tahtinen, M. BE Patrut, B TI Thesis Work in a Cloud Environment - Case PROksi SO SMART 2013: SOCIAL MEDIA IN ACADEMIA: RESEARCH AND TEACHING CT International Conference on Social Media in Academia - Research and Teaching (SMART) CY JUN 06-09, 2013 CL Bacau, ROMANIA AB In Finnish Universities of Applied Sciences it is recommended that the topics of students' final theses be based on the needs of working life. Unfortunately, in practice, this is not always the case. The final thesis is the biggest single investment of students' time and effort during their studies. How could employers better benefit from the young energy the graduating students channel into this work? Employers also wish to participate more generally in the curriculum: they have a desire to influence the contents of teaching to ensure for themselves future workforce with relevant knowledge and skills. The European Social Fund project Reititin (Router) has created a new kind of open learning platform that makes it possible for representatives of work life to participate in students' thesis work in real time by using cloud services. This learning platform, PROksi, also serves as a new kind of recruiting platform for employers, with the focus on thesis work. Via the platform PROksi, students and employers can engage in professional dialogue. Technically, PROksi has been combined with already existing cloud and social media services such as Windows live SkyDrive, Google Docs, Dropbox and Facebook to ensure easy adaptability. The pilot project of integrating PROksi to thesis work has been carried out in the Faculty of Culture in Helsinki Metropolia University of Applied Sciences. From the start it has been clear that the technical knowhow of students and staff has differed. Students' and teachers' varying attitudes towards this new open working style have been followed during the project. A new kind of working culture and tools has aroused both interest and suspicions in students and teachers. To promote open collaboration, training on using cloud services and social media has been provided to all stakeholders. The project has shown that the platform PROksi has successfully given students a chance to demonstrate their professional knowledge. It has also become clear that there is still a great need to further develop the transition phase from studies to working life. CR Below S, 2005, TYOELAMAN EDUSTAJIEN, P47 Buyya R., 2008, MARKET ORIENTED CLOU Drula G, 2013, LINKEDIN ACAD PROFES Holland C, 2013, LEARNING 2 0 PEDAGOG Kokkonen J, 2011, VOIHAN WIKI, P7 Kokkonen J, 2011, OPETUKSEN AVOIN SUUN, P64 Marcotte E., 2011, RESPONSIVE WEB DESIG Masud A, 2012, E LEARNING SYSTEM AR Bocu D, 2013, SOCIAL MEDIA IN HIGHER EDUCATION: TEACHING IN WEB 2.0, P216, DOI 10.4018/978-1-4666-2970-7.ch011 Porter J., 2008, DESIGNING SOCIAL WEB Resnick P, 2012, ICWSM 12 C DUBL Rissanen R, 2007, AMMATTIKORKEAKOULUN, P109 TC 0 Z9 0 BN 978-88-7587-686-9 PY 2013 BP 53 EP 60 UT WOS:000335747400008 ER PT J AU Levy, D Schrire, S AF Levy, Dalit Schrire, Sarah BE Chova, LG Martinez, AL Torres, IC TI CONSIDERING MOOCS AT A COLLEGE OF EDUCATION: NARRATIVE OF DISRUPTIVE INNOVATION? SO EDULEARN13: 5TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 5th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 01-03, 2013 CL Barcelona, SPAIN AB A case study involving the establishment of a Connectivist massive open online course (c-MOOC) at a college of education is presented. c-MOOCs are seen to represent an approach to learning that should be of interest to educators preparing their learners (the teachers of tomorrow) for life and work in a knowledge society. The paper differentiates between c-MOOCs and courses that are labeled massive, open, and online - MOOCs, but of a different kind and that reflect theories differing from Connectivism in most essential respects. Then, it examines the case of establishing a c-MOOC at the college using a methodology for analyzing organizational transformation triggered by the adoption of computing technologies. Through the narrative analysis of the actions characterizing the implementation of our initiative, we have succeeded in understanding how the affordances of MOOCs may subvert the mainstream agenda of an organization and its established practices. This understanding is valuable in future plans to establish a MOOC in its appropriate context. The rise of the MOOC is relatively young; hence studying how to implement it is also in its infancy. The presentation aims to contribute to this research-in-progress by bringing the teacher educators' point of view. CR Bruns Axel, 2008, BLOGS WIKIPEDIA 2 LI Daniel J., 2012, MAKING SENSE M UNPUB Downes S., 2007, P INT C INNSBR Downes S., 2012, OLDAILY 0717 Gibson J. J., 1977, PERCEIVING ACTING KN Kirkeby A., 2003, AFFORDANCES ACTIVITY Kop R., 2008, INT REV RES OPEN DIS, V9 Kotter J. P., 1995, LEADING CHANGE WHY T, P59 Latour B, 2005, REASSEMBLING SOCIAL Levy D., 2011, EM TECHN ONL LEARN S Norman D.A., 1988, PSYCHOL EVERYDAY THI Pentland BT, 2007, ORGAN SCI, V18, P781, DOI 10.1287/orsc.1070.0283 Quinn C., 2012, MOOC REFLECTION LEAR Schrire S., 2012, P WORLD C ED MULT HY, P761 Siemens G., 2012, ADJACENT POSSIBLE MO TC 0 Z9 0 SN 2340-1117 BN 978-84-616-3822-2 PY 2013 BP 429 EP 435 UT WOS:000346798300060 ER PT J AU Liu, Y AF Liu, Yong BE Lee, G TI On Analysis of Ideological and Political Education's Educative Function SO 2013 THE FOURTH INTERNATIONAL CONFERENCE ON INFORMATION, COMMUNICATION AND EDUCATION APPLICATION (ICEA 2013), PT 1 SE Advances in Education Research CT 4th International Conference on Information, Communication and Education Application (ICEA) CY NOV 01-02, 2013 CL Hong Kong, PEOPLES R CHINA AB Practice is the important carrier of Ideological and political education, practice education is an important way of Ideological and political education. Practice education plays an important function of Ideological and political education, this mainly displays in: the practice of promoting ideological and political education from the theory of education to the education theory and practice of combining education transformation, the promotion of Ideological and political education by educators single subject to education and the education of "two subjects" transformation, to promote the transformation of Ideological and political education from the relatively closed state to the open education. Practice the function of Ideological and political education has important theoretical and practical significance to improve the effectiveness of Ideological and political education in the new period, the ideological and political education activities must give full play to the education function of Ideological and political education practice. CR [Anonymous], 2000, CHINESE COMMUNIST PA [Anonymous], 1995, MARX SELECTED WORKS [Anonymous], 2000, MAO ZD DENG XP JIANG Silin Ai, 2008, THOUGHT POLITICS THE TC 0 Z9 0 SN 2160-1070 BN 978-1-61275-056-9 PY 2013 VL 30 BP 271 EP 275 UT WOS:000345443900050 ER PT J AU Marcus-Quinn, A Diggins, Y AF Marcus-Quinn, Ann Diggins, Yvonne BE Odabasi, HF TI Open educational resources SO 3RD WORLD CONFERENCE ON LEARNING, TEACHING AND EDUCATIONAL LEADERSHIP SE Procedia Social and Behavioral Sciences CT 3rd World Conference on Learning, Teaching and Educational Leadership (WCLTA) CY OCT 25-28, 2012 CL Brussels, BELGIUM AB This paper focuses on the significant developments in the area of open education, in particular the role that Open Educational Repositories (OER) can play in higher education, teaching, learning and scholarship. The National Digital Learning Resources service (NDLR) in Ireland is presented as a case study of a best practice model for such an OER service. (C) 2013 The Authors. Published by Elsevier Ltd. CR [Anonymous], 2012, P IR NAT DIG LEARN R Coordination of the European Future Internet Forum of Member States (ceFIMS), 2011, IR NAT DIG LEARN RES Diggins Y., 2011, ELEARNING PAPERS J, V26 Education and Culture, 2008, COMP GOOD PRACT CAS Goldberg E., 2012, COLL RES LIB NEWS OP Gregoire R., 1996, CONTRIBUTION NEW TEC Griffin M., 2012, SHOWCASE DIGITISED M HEA, 2009, OP DIST LEARN POS PA HEA, 2012, NAT AC ENH TEACH LEA ICT Ireland, 2011, ICT IR INF CTR ICT C JOURM, 2012, LEARN SHAR HIST 2002 Marcus-Quinn A., 2012, OPEN ED RESOURCES DI McAvinia C., 2011, AISHE J ALL IRELAND, V3 NCCA, 2004, CURR ASS ICT IR CONT Organization for Economic Co-operation and Development (OECD), 2001, LEARN CHANG ICT SCH Strunz B., 2012, OER2011 MANCH MAY Tondeur J, 2008, COMPUT EDUC, V51, P212, DOI 10.1016/j.compedu.2007.05.003 UNESCO, 2012, WORLD OP ED RES C TC 0 Z9 0 SN 1877-0428 PY 2013 VL 93 BP 243 EP 246 DI 10.1016/j.sbspro.2013.09.183 UT WOS:000342763100041 ER PT J AU Martinez-Arboleda, A AF Martinez-Arboleda, Antonio BE Chova, LG Martinez, AL Torres, IC TI THE OPENLIVES PEDAGOGY: ORAL HISTORY OF SPANISH MIGRATION, COLLABORATIVE STUDENT RESEARCH, OPEN PRACTICE AND TRANSFORMATIONAL EDUCATION FOR A RADICALLY BETTER SOCIETY SO 7TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2013) SE INTED Proceedings CT 7th International Technology, Education and Development Conference (INTED) CY MAR 04-06, 2013 CL Valencia, SPAIN AB In an age of economic, social and democratic austerity, educationalists have been invited to rethink the way they foster learners' self-reliance, critical thinking and social co-operation and belonging at all levels. Radical political thinkers, such as Neary, and student groups advocate for universities to play a leading role in confronting the plights brought about by "the crisis". In parallel to this, although with no apparent connection, the Open Education Movement has been actively promoting the transformation of the current intellectual property system globally. In the work of some of its theorists, such as Benkler, clear links between the aspiration to open-up knowledge and the inevitability of an alternative to market-based production can be seen. The OpenLIVES project was conceived as a way of enabling students, academics and the public to access Life Stories of Spanish migrants, who have left Spain during the Civil War or during the Franco regime. These were recorded as part of an earlier project led by Pozo-Gutierrez. Thanks to the project, funded by JISC and led by the University of Southampton, the stories have been digitised and published as Open Educational Resources (OER) in the HumBox, the Arts and Humanities OER repository in the UK. OpenLIVES also envisaged the embedding of those Digitised Life Stories in the academic curriculum of the three participating universities (Leeds, Portsmouth and Southampton) and the open sharing of any resources created as part of those pedagogical initiatives. The main teaching contribution of the University of Leeds to OpenLIVES is new module called "Discovering Spanish Voices Abroad in a Digital World" in which Final Year Students of the BAs in Spanish learn about Migration, Spanish Economy and Society, Life Stories, Ethics and Methodology in Oral History and Language as well as Audio Documentaries and OER Production. One of the key ingredients of this module is the research carried out by students themselves, who plan, conduct and process their own Oral History interviews with Spanish economic migrants recently arrived in the UK. At the end of the course, the Life Story interviews as well as the documentaries produced by students, can be published, as OER, in the HumBox and JORUM UK. That way, the global community will have access to the work and research of the students and the personal stories of some of the victims of "the crisis", as an alternative to the reporting in mass media and the explanations given in mainstream academic and political circles. A pattern of collaboration and independence has been generated amongst the students as an essential part of their course. Decision-making in key aspects of the course, such as the content and logistics of the research, has been devolved as much as possible to the students, respecting the institutionally established parameters of quality assurance but challenging the perverse cultural representations of "the lecturer" as the owner of any worthy critical knowledge and the master of the educational experience. The experience has been very fulfilling, but for students to become substantially more self-reliant, critical-thinking and transformative actors in society as a result of initiatives like OpenLIVES, academics have to end the effortless resistance to change, under all sorts of pretexts including discontent with "the system", and transform critically and independently their role as educators and their work as public researchers. CR Arrebola M., 2012, STUDENT ORAL PROGR R Benckler Y., 2006, WEALTH NETWORKS SOCI Benckler Y, 2011, PENGUIN LEVIATHAN CO Benjamin W., 1934, NEW LEFT REV, V1 Benjamin Walter, 1936, WORK ART AGE MECH RE Borthwick K., 2012, LIFE GERMINAL LUIS F Borthwick K., 2012, OPENLIVES SO WHAT OP Healey M, 2009, DEV UNDERGRADUATE RE Holmes L., 2001, QUALITY HIGHER ED, V7, P2001 JISC, 2013, OPENLIVES PROJ LEARN Kosalka D., 1999, MARKETISATION HIGHER Martinez-Arboleda A., 2012, DISCOVERING SPANISH Molesworth M, 2011, MARKETISATION OF HIGHER EDUCATION AND THE STUDENT AS CONSUMER, P1 Neary M., 2011, MARKETISATION HIGHER O'Connor P., 2009, DISCOURSE, V9 Peacock L, 2012, TELEGRAPH Shaw H., 2012, GUARDIAN Smith A, 1776, ELECT CLASSIC SERIES Street B., 1999, STUDIES WRITTEN LANG, V8 University of Lincoln, STUD AS PROD University of Southampton, TAL RET MEM EXP SPAN Vanguardia La, 2012, SECRETARIA IMMIGRACI TC 0 Z9 0 SN 2340-1079 BN 978-84-616-2661-8 PY 2013 BP 208 EP 217 UT WOS:000346699800032 ER PT J AU McKerlich, R Ives, C McGreal, R AF McKerlich, Ross Ives, Cindy McGreal, Rory TI Measuring Use and Creation of Open Educational Resources in Higher Education SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB The open educational resources initiative has been underway for over a decade now and higher education institutions are slowly adopting open educational resources (OER). The use and creation of OER are important aspects of adoption and both are needed for the benefits of OER to be fully realized. Based on the results of a survey developed to measure the readiness of faculty and staff to adopt OER, this paper focuses on the measurement of OER use and creation, and identifies factors to increase both. The survey was administered in September 2012 to faculty and staff of Athabasca University, Canada's open university. The results offer a snapshot of OER use and creation at one university. The survey tool could provide a mechanism to compare and contrast OER adoption with other higher education institutions. Forty-three percent of those in the sample are using OER and 31% are creating OER. This ratio of use to creation is introduced as a possible metric to measure adoption. CR Adler R. P., 2008, EDUCAUSE REV, V43, P16 Clements KI, 2012, J COMPUT ASSIST LEAR, V28, P4, DOI 10.1111/j.1365-2729.2011.00450.x Daniel J., 2011, OPEN ED RESOURCES OE De Liddo A., 2010, WORLD C ED MULT HYP Downes S., 2011, OPEN ED RESOURCES DE Downes S., 2007, INTERDISCIPLINARY J, V3, P29 Downes S., 2006, MODELS SUSTAINABLE O Hylen J., 2007, GIVING KNOWLEDGE FRE Manton M., 2011, JISC FUNDED OER IMPA McGill L., 2013, JISC HE ACAD OER PRO Murphy A., 2012, BENCHMARKING OER USE Nie M., 2012, EVOL OER EVOLUTION O Open Access Textbook Task Force, 2010, FIN REP Overland M., 2011, CHRONICLE HIGHE 0109 Pawlowski J. M., 2012, EMOTIONAL OWNERSHIP Petrides L., 2010, OP ED 2010 P PIRG S., 2010, STUDENT PIRGS Sclater N, 2011, CONTENT MANAGEMENT FOR E-LEARNING, P179, DOI 10.1007/978-1-4419-6959-0_10 UNESCO and Commonwealth of Learning, 2011, GUID OP ED RES OER H Volmer T, 2012, CALIFORNIA PASSES GR Wiley D. A, 2000, LEARNING TECHNOLOGY TC 0 Z9 0 SN 1492-3831 PY 2013 VL 14 IS 4 BP 90 EP 103 UT WOS:000328538300007 ER PT J AU Mulder, F AF Mulder, Fred TI The LOGIC of National Policies and Strategies for Open Educational Resources SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB In its first decade (2001-2010) the OER movement has been carried by numerous relevant and successful projects around the globe. These were sometimes large-scale but more often not, and they were primarily initiated by innovating educational institutions and explorative individual experts. What has remained, however, is the quest for a sustainable perspective, in spite of the many attempts in the OER community for clear-cut solutions to the problem of sustainability. This is a major barrier for mainstreaming the OER approach in national educational systems. At the end of the first decade, and more so at the beginning of the second decade (2011-2020), we are witnessing in a few countries emerging efforts to develop and establish a national OER approach. That is required in order to break down the barrier for mainstreaming OER. Making the OER approach sustainable cannot be left to the educational institutions only, but should be facilitated in a national setting. CR Daniel J., 2009, COMMUNICATION Hylen J., 2012, OECD EDUCATION WORKI, V76 Kumar M. S. V., 2009, OPEN LEARNING, V24, P77 Mulder F., 2010, COMMUNICATION Mulder F., 2008, FINAL REPORT ICDE GL Mulder F., 2009, KEYNOTE ADDRESS AT O National Knowledge Commission, 2007, REPORT TO THE NATION Plotkin H., 2010, FREE TO LEARN AN OPE Wikiwijs, 2011, WIKIWIJS PROGRAM PLA TC 0 Z9 0 SN 1492-3831 PY 2013 VL 14 IS 2 SI SI BP 96 EP 105 UT WOS:000322375800008 ER PT J AU Nurwarsito, H AF Nurwarsito, Heru BE Chova, LG Martinez, AL Torres, IC TI SECURE ONLINE ASSESSMENT ON E-LEARNING MOODLE WITH SEB (SAFE EXAM BROWSER) SO EDULEARN13: 5TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 5th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 01-03, 2013 CL Barcelona, SPAIN AB Online assessment is the process used to measure certain aspects of information for a set purpose where the assessment is delivered via a computer connected to a network. Online Assessment is a feature that we provide to students in learning blended learning that consisting of conventional learning in the classroom and the use of the Moodle eLearning facilities. Assessment is done with conventional models didn't considered sufficient to provide a real impact and trigger the conventional education toward a more open education with the use of information technology. The purpose of this research is to develop a model of on-line test based e-learning Moodle use Secure Online Assessment with SEB (Safe Exam Browser). SEB is a web browser-environment to carry out online exams safely. The software changes any computer into a secure workstation. It regulates the access to any utilities like system functions, other websites and applications and prevents unauthorized resources being used during an exam. The method used in this research by using Moodle software. Student listed can access it via the web about on the web and can access the course materials, tasks, exams and execute online safely. CR Rovai Alfred, DISTANCE LEARNING IN TC 0 Z9 0 SN 2340-1117 BN 978-84-616-3822-2 PY 2013 BP 3232 EP 3239 UT WOS:000346798303038 ER PT J AU Peachey, V Langlois, S AF Peachey, Valerie Langlois, Sarah BE Chova, LG Martinez, AL Torres, IC TI EXPLORING A MULTI-MODAL LEADERSHIP APPROACH IN AN OPEN AND DISTANCE EDUCATION ENVIRONMENT: A CASE STUDY AT THOMPSON RIVERS UNIVERSITY SO 6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013) CT 6th International Conference on Education, Research and Innovation (ICERI) CY NOV 18-20, 2013 CL Seville, SPAIN AB The Open Learning Division of Thompson Rivers University is now 8 years old. Over this period our enrolments have increased approximately 28% and our number of Open Learning Faculty Members ( OLFM's) has increased approximately 250%. This case study will explore the strategies Open Learning has employed to achieve capacity, confidence and quality in instruction, flexibility and innovation in the implementation of our financial model, and other models of governance in place to address the needs of learners and Open Learning Faculty Members. From orientation and online training opportunities to socials, conferences and a video newsletter, we will discuss and describe the seven major components of our faculty development program and the apparent impacts. This initiative reaches out to over 200 Open Learning Faculty Members, working virtually across British Columbia to better the educational and learning opportunities of our primary demographic: mid-career adults looking to start or upgrade their education. Sustaining institutional viability while ensuring cost efficiencies, through periods of slow and rapid growth will be explained via the flexible and entrepreneurial financial model, utilized by Open Learning. We will address how this model accommodates slow, moderate and rapid growth. It also provides motivation and opportunities for Open Learning Faculty Members to engage and retain their students through the implementation of online best practices, ingenuity and entrepreneurial skills. Positive stakeholder relations generally benefit everyone and support the institutional reputation. We will explore a number of forums, both formal and informal, that have been created over the years to ensure all stakeholders ( faculty, students and staff), are recognized and have an opportunity to have their needs addressed. Finally we will conclude with lessons learned on this eight-year journey and highlight some of the future challenges we expect to encounter in the rapidly changing environment of ODL. TC 0 Z9 0 BN 978-84-616-3847-5 PY 2013 BP 3166 EP 3173 UT WOS:000347240603040 ER PT J AU Sabitzer, B Pasterk, S AF Sabitzer, Barbara Pasterk, Stefan BE Chova, LG Martinez, AL Torres, IC TI INFORMATICS IS COOL: CROSS-CURRICULAR CONCEPTS FOR COMPUTER-SUPPORTED OPEN LEARNING IN SECONDARY SCHOOLS SO 6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013) CT 6th International Conference on Education, Research and Innovation (ICERI) CY NOV 18-20, 2013 CL Seville, SPAIN AB Informatics is COOL-as a subject and as a tool for interdisciplinary and cross-curricular learning. In this paper COOL refers to three different aspects of learning not only in informatics but also in other subjects: According to the original sense of the word COOL stands for "cool", interesting, motivating or fun, for topics that students like to learn and methods that enhance learning, e.g. brain-based teaching. Furthermore, COOL can be the abbreviation of COoperative Open Learning, an Austrian teaching model based on the Dalton-Plan or COmputer-supported Open Learning. This paper aims at showing how to use the three meanings of COOL in cross-curricular computer-supported teaching and learning. After presenting the three forms of COOL and cross-curricular learning the paper describes criteria that should be considered in COOL lesson design. It further presents some examples of COOL teaching units for different subjects and reports on experiences with COOL in secondary schools. CR Borsch F., 2010, KOOPERATIVES LEHREN Brand M., 2009, NEURODIDAKTIK GRUNDL, P69 Demsar T., 2013, COOL GAMES UNPUB Downes S., 2005, ELEARN Ebner M., 2011, LEHRBUCH LERNEN LEHR Elsenbaumer S., 2013, COOL TEACHING UNPUB Faststone Capture, 2013, FASTST CAPT Frohlich E., 2013, REISFUHRER PRA UNPUB Greimel- Fuhrmann B., 2006, WISSENPLUS Haake J., 2012, CSCL KOMP LEHR HDB C, V2 Hauser-Mair M., 2013, MEIN KLAGENFUR UNPUB Holbling R., 2011, COOL COOPERATIVES OF Jensen E, 2008, BRAIN BASED LEARNING Kukulska-Hulme A., 2007, RETHINKING PEDAGOGY Low Renae, 2005, CAMBRIDGE HDB MULTIM, P147, DOI DOI 10.1017/CBO9780511816819.010 Newmann F. M., 1992, STUDENT ENGAGEMENT A Parkhurst H., 1921, TIMES ED SUPPLEMENT Peschel F., 2006, OFFENER UNTERRICHT 1 Prensky M, 2001, DIGITAL GAME BASED L Ramseger J., 1977, OFFENER UNTERRICHT E Sabitzer B., 2012, NEW PERSPECTIVES SCI Sabitzer B., 2013, INT J SCI MATH TECHN Sabitzer B, 2011, INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE, P5881 Sousa D. A., 2006, BRAIN LEARNS Stadtmann C., 2013, APP PROGRAMMIE UNPUB Wise RA, 2004, NAT REV NEUROSCI, V5, P483, DOI 10.1038/nrn1406 TC 0 Z9 0 BN 978-84-616-3847-5 PY 2013 BP 2739 EP 2749 UT WOS:000347240602121 ER PT J AU Shapiro, A McDonald, B Johnston, A AF Shapiro, Angela McDonald, Brian Johnston, Aidan BE Ciussi, M Augier, M TI Gathering the Voices: Disseminating the Message of the Holocaust for the Digital Generation SO PROCEEDINGS OF THE 12TH EUROPEAN CONFERENCE ON E-LEARNING (ECEL 2013) SE Proceedings on the European Conference of e-Learning CT 12th European Conference e-Learning (ECEL) CY OCT 30-31, 2013 CL Sophia Antipolis, FRANCE HO SKEMA Business School AB This paper outlines the journey that has been taken in developing the "Gathering the Voices Project". We first discuss the rationale for the Project, the partners we are working with and the expected outcomes. The project is using informal learning approaches to engage with the general population. Glasgow Caledonian University (GCU) is working in partnership with the Gathering the Voices Association (a voluntary group) with the purpose of collecting and digitising oral testimonies of Holocaust survivors who came to live in Scotland. We have completed the pilot phase of the Project and are now in the second phase which is collecting and digitising the testimonies and investigating new innovative ways to deliver the objectives of the project. We want to record their description of their lives and that of their families in Nazi dominated Europe and, especially, their experiences once they gained sanctuary in Scotland for educational and public engagement purposes. Throughout our project, we are seeking the participation of the community in the creation of our educational and public engagement outputs. Our key outputs are involving students in the creation and development of multimedia learning approaches for schools and a travelling exhibition that will take our materials out into the community, as well as providing resources for future educational and Holocaust related events. We have also been fortunate in receiving funding from the Heritage Lottery Fund, Sense Over Sectarianism (Scottish Government), the Federal Republic of Germany, and local community trusts in Scotland. The anticipated learning outcomes use a variety of pedagogical and blended learning approaches, including: collecting and digitising the oral testimonies of Holocaust survivors in Scotland; creating an informative and easy to navigate website including extracts from interviews and photographs of personal artefacts, and hosting a Game/App Jam at GCU. The strategic overall aim of this project is to ensure that resources developed during the project are widely disseminated to a broadly diverse user base. We also intend for the resources to be available for future National Holocaust Day events in Scotland. The British Library has also confirmed that they including our website as part of their Curators' Choice UK Archive. CR Cancer Research UK, 2013, TOP TECHN GUR DES MO Ekstrom SR, 2004, J ANAL PSYCHOL, V49, P657, DOI 10.1111/j.0021-8774.2004.00494.x Games Sauce, 2009, GLOB GAM JAM PULSE Gubrium JF, 1998, SOCIOL QUART, V39, P163, DOI 10.1111/j.1533-8525.1998.tb02354.x Higher Education Academy, 2013, OP ED RES Independent Games Festival, 2013, MUSHR 11 Lee-Ann Fenge, 2002, SOCIAL WORK ED INT J, V21, P171 Prensky M, 2001, DIGITAL GAME BASED L Rigney A, 2010, HIST THEORY, V49, P100, DOI 10.1111/j.1468-2303.2010.00562.x Scottish Game Jam, 2013, JAMM SMALL CHANG Shapiro A, 2009, 8 EUR C E LEARN U BA Shapiro A, 2010, COMM COM INF SC, V73, P244 Squire C, 2008, DOING NARRATIVE RES, P41 The British Library Board, 2013, AB US The University of Michigan-Dearborn, 2013, VOIC VIS HOL SURV OR Winter R, 1996, NEW DIRECTIONS ACTIO TC 0 Z9 0 SN 2048-8637 BN 978-1-909507-84-5 PY 2013 BP 457 EP 462 UT WOS:000342674900057 ER PT J AU Sousa, S Lamas, D AF Sousa, Sonia Lamas, David BE Ivala, E TI Leveraging Engagement and Participation in e-Learning with Trust SO PROCEEDINGS OF THE 8TH INTERNATIONAL CONFERENCE ON E-LEARNING SE Proceedings of the International Conference on e-Learning CT 8th International Conference on E-Learning CY JUN 27-28, 2013 CL Cape Town, SOUTH AFRICA HO Cape Peninsula Univ Technol AB This article describes a project that builds on authors previously body of knowledge on Trust and uses it to leverage higher levels of engagement in e-learning contexts. The presented research aims to investigate on unobtrusively strategies to evaluate a toolset of Trust indicators that monitor trust levels thus facilitating the deployment of trust level regulation interventions. So far results include project concepts, the design, develop and implementation of tools and indicators to measure trust in e-learning formal contexts. The Project underlying hypotheses aims in real time offering possible future directions to the study of the roles of learning engagement, participation and overall sustainability to support self-directed and sustainable learners activities that imply a strong need for cooperation between learners and learning systems and technologies, and between learners through systems and technologies in the context of open learning scenarios. CR Bachrach Michael, 2007, THEOR DECIS, P349 Constantine LL, 2006, LECT NOTES COMPUT SC, V4001, P20 Jaimes A, 2007, COMPUTER, V40, P30, DOI 10.1109/MC.2007.169 Keates S, 2011, LECT NOTES COMPUT SC, V6765, P70, DOI 10.1007/978-3-642-21672-5_9 Kuniavsky M., 2003, OBSERVING USER EXPER Lewicki R., 1996, TRUST ORG FRONTIERS, P429 Lorenz B., 2012, P OST 12 OP IN PRESS Norman D. A., 2004, EMOTIONAL DESIGN WHY, V2006 Preece J., 2009, AIS T HUMAN COMPUTER, V1, P13 Sousa S., 2011, LECT NOTES COMPUTER, P72 Sousa S., 2012, E LEARNING PAPERS, P1 Sousa S, 2011, PROCEEDINGS OF THE 6TH INTERNATIONAL CONFERENCE ON E-LEARNING, P508 Weber L. R., 2003, SOCIAL CONSTRUCTION, V33 TC 0 Z9 0 SN 2048-8882 BN 978-1-909507-28-9 PY 2013 BP 528 EP 531 UT WOS:000321497600068 ER PT J AU Stacey, P AF Stacey, Paul TI Government Support for Open Educational Resources: Policy, Funding, and Strategies SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Foundations like Hewlett, Mellon, and Gates provided start-up funding and support that nurtured the field of open educational resources (OER) from infancy to a robust early adolescence characterized by energy and idealism (Casserly & Smith, 2008). However, foundation grants typically focus on establishing exemplars and cannot be relied on for sustaining ongoing operations or generating widespread adoption. One strategy for sustaining and expanding OER is for governments and public funding to take over from the early stage funding foundations provided (Stacey, 2010). CR BCcampus, 2011, BCCAMPUS 2010 ONLINE Carlyle R., 2011, 64 MILLION FOR OUT O Casserly C., 2008, OPENING ED COLLECTIV, P261 Daniel J., 2011, UNESCO COL GUIDELINE JISC, 2008, BRIEFING PAPER ON OP JISC, 2010, OPEN EDUCATIONAL RES JISC, 2009, PILOT PROGRAMME OER JISC, 2011, HEA JISC OPEN EDUCAT New Zealand Government, 2010, NEW ZEALAND GOVERNME Stacey P., 2010, UNIVERSITAT OBERTA D TC 0 Z9 0 SN 1492-3831 PY 2013 VL 14 IS 2 SI SI BP 67 EP 80 UT WOS:000322375800006 ER PT J AU Truyen, F Verbeken, S Van Petegem, W AF Truyen, Frederik Verbeken, Stephanie Van Petegem, Wim BE Chova, LG Martinez, AL Torres, IC TI THE USE OF STUDY GUIDES TO SUPPORT THE LEARNING PROCESS OF STUDENTS IN AN OPEN COURSE SO 7TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2013) SE INTED Proceedings CT 7th International Technology, Education and Development Conference (INTED) CY MAR 04-06, 2013 CL Valencia, SPAIN AB Our paper focuses on the (future) use of Study Guides as a form of study support for students using OpenCourseWare (OCW) at the University of Leuven, Belgium. 'OCW KU Leuven' is currently an educational project, funded by KU Leuven and aims to outline the implementation of OCW. To this end we setup a portfolio of -at this point-three fully functional Open Courses as pilots. They have been selected amongst more than 8000 existing Blackboard courses, each for their own characteristics when it comes to didactics, content, and especially their target groups. In our view, not only the content (presented to its users under the form of weblectures, texts, auto corrective exercises, self tests, etc ... ) but also the learning process has to be represented in an Open Course. OCW KU Leuven aims to 'create' students who are independent and autonomous learners who take responsibility in their own learning process. However, we cannot expect students to be this kind of learner in a knowledge domain they are not (yet) familiar with. In a regular (e. g. face to face) educational context, teachers and student facilitators offer this kind of guidance in their lectures, whether the guidance is implicit (to be read between the lines) or explicit (in study supporting sessions). This kind of study support threatens to disappear in an OpenCourseWare context. At OCW KU Leuven, we want to use study guides to cope with this lack of study support given by teachers in a regular educational context. Since at OCW KU Leuven there is for students no possibility to contact the teacher, we have to develop written educational materials for them to use as study guidance. We chose to develop two kinds of study guides: first of all there is a General Study Guide, which aims to advice students how to approach an Open Course. In contradiction to 'taking a class at university', the concept of 'taking an Open Course' is not so clear for everyone since it is a relatively new concept. Therefore we provide students with a step-by-step description of the learning process in an Open Course in general. Since there is no such thing as "a general Open Course" (every course has its own emphasis) we also provide every Open Course with a Course Specific Study Guide. This latter kind of study guide is developed by the teacher of the Open Course who in this guide makes his view on what he wants to reach with his students explicit. One part of this is the learning outcome, the competencies (knowledge, skills, attitudes) that a student should acquire by taking the Open Course. Another part of this view on what a teacher wants to reach is the way in which a student can become more efficient and effective in acquiring them. Our paper elaborates on the underlying motivation of using study guides in the context of an OpenCourseWare, and shows some examples of both the general study guide and a course specific study guide. CR Baker J., 2000, 11 INT C COLL TEACH Creative Commons, FREQ ASK QUEST CC WI Gourly B., 2009, OPEN LEARNING J OPEN, V24, P57, DOI DOI 10.1080/02680510802627845 ICTO-Adviesraad, 2009, OP AUT INT LEER Jochems W., 2004, INTEGRATED E LEARNIN Truyen F., 2010, P OPENED BARC SP Truyen F., 2009, P ICDE WORLD C MAAST Wiley D., 2009, INT REV RES OPEN DIS, V10 TC 0 Z9 0 SN 2340-1079 BN 978-84-616-2661-8 PY 2013 BP 5923 EP 5929 UT WOS:000346699805127 ER PT J AU Wang, YF Zhang, SG AF Wang, Yongfeng Zhang, Shaogang BE Chova, LG Martinez, AL Torres, IC TI RESEARCH ON THE THEORY AND PATH OF OPEN UNIVERSITY INTERNATIONALIZATION SO 7TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2013) SE INTED Proceedings CT 7th International Technology, Education and Development Conference (INTED) CY MAR 04-06, 2013 CL Valencia, SPAIN AB Issues concerning the internationalization activity and associated challenges is an important focus in the current expansion at the Open University of China (OUC). The purpose of this article is to examine theoretical issues relating to the internationalization of universities and the identification of indicators and benchmarks that may be adopted by the OUC. With respect to internationalization indicators at OUC, particular attention is given to four elements, including (1) goal; (2) level; (3) capacity; and (4) activities. An unbiased examination of both qualitative and quantitative internationalization indicators is undertaken with respect to the practical aspects of offering distance education through the use of OUC online learning technologies with a specific focus on strategic measures and associated policy options. With respect to strategic measures, the article reports on research suggesting that successful internationalization activity depends on the consideration of organizational issues related to personnel staffing and funding. The article reviews policy research findings relating to distance education legal issues, open education resources, initiating web-based class offerings, how to facilitate international credit transfer agreements and how to encourage domestic and foreign faculty members to foster joint collaborations in order to advance teaching and research initiatives. CR Bartell M., 2002, INT U U CULTURE BASE, p[45, 43] Chen Xuefei, 2004, SOME BASIC PROBLEM 1, P6 de Wit Hans, 2011, J INT HIGHER ED, P6 Ding Xingfu, 2009, DISTANCE EDUC, P20 Furushiro N., 2006, DEV EVALUATION CRITE Green M. F., 2008, MAPPING INT US CAMPU IMHE, 1999, QUAL INT HIGH ED Keegan Desmond, 1996, FDN DISTANCE ED, P33 Knight J., 2006, INT HDB HIGHER ED, P345 National Centre of Education Development Research, 2002, CHINA ED DAILY [?? WANG Yun], 2008, [????, Journal of Materials Engineering], P47 Wu Mei, 2011, HIGHER ED EXPLORATIO, P52 TC 0 Z9 0 SN 2340-1079 BN 978-84-616-2661-8 PY 2013 BP 3923 EP 3931 UT WOS:000346699803137 ER PT J AU Whitmore, K AF Whitmore, Keith BE Chova, LG Martinez, AL Torres, IC TI DISTANCE EDUCATION IN BRITISH COLUMBIA - A TWENTY-FIVE YEAR PERSPECTIVE SO 6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013) CT 6th International Conference on Education, Research and Innovation (ICERI) CY NOV 18-20, 2013 CL Seville, SPAIN AB This paper examines the history of Open Learning / distance education in British Columbia Canada from the perspective of an instructor with twenty-five years' experience. During this time there have been substantive changes in delivery modalities, delivery technologies, student population, organizational structure and indeed the organization. Each of these changes has had both positive and negative impacts which will be explored. TC 0 Z9 0 BN 978-84-616-3847-5 PY 2013 BP 3284 EP 3292 UT WOS:000347240603061 ER PT J AU Xu, DB AF Xu Debin BE Chang, W Zhang, T TI The Application of Folksonomy in Education Domain and Its Revelation SO 2013 FOURTH INTERNATIONAL CONFERENCE ON EDUCATION AND SPORTS EDUCATION (ESE 2013), PT III SE Lecture Notes in Management Science CT 4th International Conference on Education and Sports Education (ESE) CY APR 11-12, 2013 CL Hong Kong, PEOPLES R CHINA AB Folksonomy is the representation of web2.0's social software, the paper research the application of folksonomy in education domain, especially in open education website, analyzing and comparing some examples in American, Europe, Australian and China, at last pointing out the experiences we need to learn from other countries. CR Vander Wal Thomas, 2010, OLKSONOMY TC 0 Z9 0 SN 2251-3051 BN 978-981-07-3900-3 PY 2013 VL 13 BP 395 EP 399 UT WOS:000339167400083 ER PT B AU Yu, LH Gaoyong Yao, ZF AF Yu Laihu Gaoyong Yao Zhifei BE Chang, T TI Open Education Teaching Resources Development and Construction SO 2012 INTERNATIONAL CONFERENCE ON EDUCATION REFORM AND MANAGEMENT INNOVATION (ERMI 2012), VOL 1 CT International Conference on Education Reform and Management Innovation (ERMI 2012) CY DEC 04-05, 2012 CL Shenzhen, PEOPLES R CHINA AB The teaching resources construction of Radio & TV university's open education is an important content. Our distance open education is currently in by large heighten, From radio & TV university to Open University the key period of transformation. By the high quality of the resources construction of the support high quality Open University, the basic idea is to insist the system and mechanism innovation, integration, transformation, development of the multi-types source, multi-level and kinds of resources, realize the high quality the co-construction and sharing of resources. Combined with Hebei radio & TV university open education teaching practice and theory, this paper analyses the modern open and distance education resources construction status and the current existing problems and puts forward some Suggestions on strengthening the modern distance education teaching resources construction measures, the distance education curriculum resources construction to provide some reference. CR Mingyuan Gu, 2008, BEIJING NORMAL U J S Shen Guanghui, 2009, ADULT ED Xie Surong, 2011, MODERN DISTANCE ED Yan Houjun, 2011, ADULT ED Zhao Kunming, 2006, OUTLINE DEV MODERN C TC 0 Z9 0 BN 978-1-16275-049-1 PY 2013 BP 357 EP 362 UT WOS:000322345500069 ER PT J AU Zygoura, PD Vlachopoulos, D AF Zygoura, Panagiota D. Vlachopoulos, Dimitrios BE Chova, LG Martinez, AL Torres, IC TI COMPARING OPEN UNIVERSITIES: FRAMEWORK AND APPLICATION TO THE CASES OF CATALONIA AND CYPRUS UNIVERSITIES SO EDULEARN13: 5TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 5th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 01-03, 2013 CL Barcelona, SPAIN AB Distance learning has traditionally been at the core of open education by allowing physical, time and pace separation between learners and instructors. Higher education institutions worldwide are devoted to distance learning as the sole means of delivering education; these universities claim to be " open", regardless of the degree of flexibility and choice they offer to their students. This paper offers a framework for qualitatively evaluating whether an institution complies with the open learning concept. The framework is applied to the Open University of Cyprus and the Open University of Catalonia and findings on the openness of the two institutions are discussed. CR APKY, 2012, WHY STUD AT OUC APKY, 2012, APPL PROC APKY, 2012, ADM STRUCT APKY, 2012, ED METH APKY, 2012, BUSS ADM APKY, 2012, E LEARN PLATF APKY, 2012, ENV MAN PROT Bates A., 2012, RES DEV ONLINE LEARN Connolly T. M., 2006, J INF TECHNOL, V5, P459 Honeyman M., 1993, 20 ANN NAT AGR ED RE Matralis Ch, 1998, OPEN DISTANCE ED I F Moore M. G., 2005, DISTANCE ED SYSTEMS, V2nd Reviere R., 2002, RETHINKING OPEN DIST Rowntree D., 1992, EXPLORING OPEN DISTA Taylor J., 2001, E J INSTRUCTIONAL SC, V4, P1 UNESCO, 2013, DIST OP LEARN UOC, 2012, ING INF GRAD UOC, 2012, UOC DEP I SCH CHAIRS UOC, 2012, OP PROGR UOC, 2012, RES INN UOC, 2012, UOC ORG GOV UOC, 2012, GET KNOW UOC FAQS UOC, 2012, UOC ED MOD DESCR UOC, 2012, GET TO KNOW THE UOC UOC, 2012, OP KNOWL UOC, 2012, GET KNOW I INT PARTN UOC, 2012, E LEARN COURS DES TE UOC, 2012, I COMM UOCS COMM ACC TC 0 Z9 0 SN 2340-1117 BN 978-84-616-3822-2 PY 2013 BP 4071 EP 4078 UT WOS:000346798304010 ER PT J AU Thomas, M AF Thomas, Michael TI A basic guide to open educational resources SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY AB A basic guide to open educational resources (oer) and Guidelines for open educational resources in higher education are two slim volumes that provide a detailed, succinct and immensely valuable overview of oer policy and practice that should be useful across all sectors of education, from schools to universities. If these books are relevant to you, I recommend you download or buy copies. Michael Thomas CR BUTCHER N, 2011, BASIC GUIDE OPEN EDU TC 0 Z9 0 SN 0007-1013 PD NOV PY 2012 VL 43 IS 6 UT WOS:000309920300004 ER PT J AU Cekerol, K AF Cekerol, Kamil TI THE DEMAND FOR HIGHER EDUCATION IN TURKEY AND OPEN EDUCATION SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY AB Failure to meet considerably high demand for higher education in Turkey has always been one of the most significant concerns of Turkish Higher Education System for many years. In this respect, Anadolu University Open Education Faculty has played a significant role in the attempts to overcome this problem in Turkey for the last three decades. In this study, the development of the demand for higher education in Turkey and that of the open education system in parallel with this demand are examined and the specific reasons why this system is preferred by the students enrolled in the system are analyzed and the results obtained are evaluated from a scientific point of view. CR Acikalin A., 1985, 137 ANK U EG BIL FAK, V137, P42 Alexandria W.R., 2011, LEARNING DISTANCE UN, P3 Alkan C., 1981, ACIK U UZAKTAN EGITI, P18 Bayrak C., 2001, ANADOLU U EGITIM FAK, V11, P61 Curabay S., 2002, ACIKOGRETIM FAKULTES, V721, P41 Dokmen U., 1992, TC YUKSEKOGRETIM KUR, P18 Elaine A.I., 2006, MAKING GRADE ONLINE, P1 Guruz K., 2003, DUNYADA TURKIYE YUKS, P303 Guvenc B., 2009, TURKIYEDE U ANLAYISI, P19 Isman A., 2011, UZAKTAN EGITIM GELIS, V4, P7 Mihcioglu C., 1974, U GIRISIN YENIDEN DU, P10 Moore M., 2005, DISTANCE ED SYSTEMS, P24 Moore MG, 1989, AM J DISTANCE ED, V3, P1, DOI DOI 10.1080/08923648909526659 Ruzgar N.S., 2004, TURKISH ONLINE J DIS, V5 Serter N., 1986, ACIKOGRETIM FAKULTES, V116, P6 Tekeli I., 1980, TOPLUMSAL DONUSUM ET, P94 TC 0 Z9 0 SN 2146-7242 PD JUL PY 2012 VL 11 IS 3 BP 344 EP 356 UT WOS:000309530600032 ER PT B AU Balazs, R AF Balazs, R. BE Chova, LG Martinez, AL Torres, IC TI OPEN LEARNING APPROACH WITH REMOTE EXPERIMENTS (OLAREX POSTER) SO 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) CT 5th International Conference of Education, Research and Innovation (ICERI) CY NOV 19-21, 2012 CL Madrid, SPAIN TC 0 Z9 0 BN 978-84-616-0763-1 PY 2012 BP 5145 EP 5145 UT WOS:000318422205024 ER PT J AU Beggan, A Stapleton, S AF Beggan, A. Stapleton, S. BE Chova, LG Martinez, AL Torres, IC TI OPEN NOTTINGHAM SO INTED2012: INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings CT 6th International Conference of Technology, Education and Development (INTED) CY MAR 05-07, 2012 CL Valencia, SPAIN TC 0 Z9 0 SN 2340-1079 BN 978-84-615-5563-5 PY 2012 BP 6201 EP 6201 UT WOS:000326396406022 ER PT J AU Cekerol, K Ozturk, O AF Cekerol, Kamil Ozturk, Oznur BE Isman, A Liu, EZF Kiyici, M TI Bologna Process and Anadolu University Open Education System SO 12TH INTERNATIONAL EDUCATIONAL TECHNOLOGY CONFERENCE - IETC 2012 SE Procedia Social and Behavioral Sciences CT 12th International Educational Technology Conference (IETC) CY JUL 11-13, 2012 CL Taoyuan, TAIWAN AB In today's world, many significant changes occur in the field of higher education just like in other fields. Increasing the quality of higher education, ensuring the transparency and comparability of sustainable education systems at international level and the attempts to make such systems more practical and easily adaptable are the significant dynamics of such changes. Considered as a mega university in the world with its well-established open and distance education system, Anadolu University provides education services for almost half of the students enrolled in Turkish Higher Education system. Since it is a system providing services for more than 30 years, it is now inevitable to initiate a restructuring process according to these certain changes, for which Bologna Process has been an important trigger. The main scope of this study is to examine the changes observed in Anadolu University open and distance education system in parallel with the attempts to adopt Bologna Process. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of The Association Science Education and Technology CR Curabay S., 2002, ACIKOGRETIM FAKULTES, V721 Edinsel K., BOLOGNA SURECININ TU, P7 Erdogan A., 2010, YUKSEKOGRETIMDE YENI, P3 Gumrukcu H., 2011, BOLOGNA SURECI VE TU, P13 TC 0 Z9 0 SN 1877-0428 PY 2012 VL 64 BP 275 EP 283 DI 10.1016/j.sbspro.2012.11.032 UT WOS:000317142200032 ER PT S AU Cheung, SKS Yuen, KS Li, KC Tsang, EYM Wong, A AF Cheung, Simon K. S. Yuen, K. S. Li, K. C. Tsang, Eva Y. M. Wong, Alex BE Li, KC Wang, FL Yuen, KS Cheung, SKS Kwan, R TI Open Access Textbooks: Opportunities and Challenges SO ENGAGING LEARNERS THROUGH EMERGING TECHNOLOGIES SE Communications in Computer and Information Science CT International Conference on ICT in Teaching and Learning (ICT 2012) CY JUL 04-06, 2012 CL Hong Kong, PEOPLES R CHINA AB Different from traditional textbooks, open access textbooks are by nature open education resources that are free to use and can be delivered in electronic or printed form. Not only that the development of open access textbooks is cost-effective, the continuous revisions and updates can be made efficiently. Open access textbooks also allow easy adaptation to cater for the students' learning differences. However, for the successful adoption of open access textbooks, a number of challenges need to be overcome, such as on soliciting contributors of textbook contents, assuring the quality of textbooks, and establishing a culture of sharing education resources. This paper investigates these opportunities and challenges, and proposes a solution for the implementation and sustainable development of open access textbooks in Hong Kong. Some overseas successful projects are referenced and discussed. It is believed that open access textbooks would effectively resolve the pressing issues of high price and frequent revisions of textbooks, while offering many pedagogical advantages. CR [Anonymous], 2012, S CHINA MORNING POST California Learning Resource Network, 2012, WEBSITE OF CALIFORNI Commonwealth of Learning, 2012, WEBSITE OF VIRTUAL U Curriki, 2011, EDUCAUSE Florida Distance Learning Consortium, 2012, WEBSITE OF OPEN ACCE Guttenplan D. D., 2010, NY TIMES Kamenetz A., 2010, NY TIMES Massachusetts Institute of Technology United States, WEBSITE OF MIT OPEN OECD, 2007, GIVING KNOWLEDGE FOR The Open University United Kingdom, 2012, WEBSITE OF OPEN LEAR Wikipedia, 2012, OPEN EDUCATIONAL RES Wikipedia, 2012, THE OPEN UNIVERSITY TC 0 Z9 0 SN 1865-0929 BN 978-3-642-31397-4 PY 2012 VL 302 BP 201 EP 210 UT WOS:000310771300018 ER PT B AU Dehbi, R Talea, M Tragha, A AF Dehbi, Rachid Talea, Mohamed Tragha, Abderrahim BE Chova, LG Martinez, AL Torres, IC TI THE GENERATION PROCESS OF LMS GENERATOR SO 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) CT 5th International Conference of Education, Research and Innovation (ICERI) CY NOV 19-21, 2012 CL Madrid, SPAIN AB Our research is concerned with generative solutions applied to CSES (Computer supported educational systems), particularly the model-driven engineering (MDE) and development by components, used to generate learning platforms adapted to training organizations needs and their different educational approaches. This paper presents a new concept of development in the engineering of CSES which merges two approaches, one based on the processing and generation of business component, from models. According to this approach, a business model which consists of three sub-models (data model, semantic model and visual model) is transformed into a component model. This component model represents the implementation of business model independently of technology. Using this component model, we can generate business component depending on a target technology. This generation is based on a business model repository and a technology model repository (defining the technologies used for the generation of business component) whose implementation is the subject of our research. The second approach proceeds by assembly to generate complete solutions and deploy them to the target environmental execution. In this work, we present the challenges, the methodology followed and the implementation of our approach, which we named LMSGENERATOR, as well as its two generation process and we promote the idea that using this approach based on open business models, adaptable, and scalable to obtain open learning environments, adaptable, and scalable. Specifically, thanks to the generative programming, new technologies or new needs can be easily integrated at any time simply by changing the generators. CR [Anonymous], 1999, ET COMP TECHN PED PL Caron PA., E LEARN 2005 WORLD C, P2856 Caron Pierre-Andre, 2006, 1 RENC JEUN CHERCH E, P1 Courbis C., 2003, ICSSEA 2003 Czarnecki K., 2003, SPEC TRACK OOPSLA 03 Ecoutin E., 2000, MISE JOUR ETUDE COMP Laforcade Pierre, 2007, EIAH LAUS 2007 Nodenot Thierry, 2005, HABILITATION DIRIGER OUBAHSSI L., 2007, ARCHITECTURE SOLUTIO OUBAHSSI L., 2003, ANAL SYNTHETIQUE CIN OUBAHSSI L., 2007, EIAH 2007 OUBAHSSI L., 2005, THESIS U RENE DESCAR OUBAHSSI L., 2006, REV ISDM Piau-Toffolon Claudine, 2011, EIAH 2011 TC 0 Z9 0 BN 978-84-616-0763-1 PY 2012 BP 1548 EP 1554 UT WOS:000318422201083 ER PT J AU Essuman, SO Asante, EK AF Essuman, S. O. Asante, E. K. BE Chova, LG Martinez, AL Torres, IC TI REFLECTIVE LEARNING EXPERIENCES OF PRIMARY SCHOOL TEACHERS DURING THE USE OF OPEN EDUCATIONAL RESOURCES SO 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) CT 5th International Conference of Education, Research and Innovation (ICERI) CY NOV 19-21, 2012 CL Madrid, SPAIN AB This paper looks at the learning experiences of primary school teachers who engaged in reflective activities as a way of assessing quality in their practice during the use of open educational resources (OER). The assumption is that OER have the potential to improve teachers' pedagogical content knowledge and skills as they practise, network and collaborate in their professional practice. Ten (10) out of 42 primary school teachers who participated in a training workshop in the use of OER were purposively sampled to keep a reflective journal of their learning experiences and share their experiences with their colleagues in the profession. Interviews and observations were instruments used in collecting data from the cohort. Using phenomenology as a methodology and content analysis as a tool for analyzing the data collected from the interviews, the 'stories' of these teachers were analyzed manually. The findings indicate that teachers acknowledged the added value of OER to their practice, the influence of students' enthusiasm when active learning strategies of OER are used in teaching and the opportunity to share new approaches with colleague teachers. These findings are to inform policy makers about the importance of learning from reflections, collaboration and more avenues in the professional community, which should be rollover to many teachers to help improve classroom practices. CR Clarke M., 2004, AUSTR J TEACHER ED, V29, P1 Dewey J., 1933, WE THINK RESTATEMENT Dietz M. E., 1998, RESPONSES FRAMEWORKS Gibbs G, 1998, LEARNING DOING GUIDE Kolb D. A., 1984, EXPERIENTIAL LEARNIN Marshall C., 1999, DESIGNING QUALITATIV Marshall C., 2006, DESIGNING QUALITATIV, V4th Mezirow J., 1991, TRANSFORMATIVE DIMEN Moon J., 1999, REFLECTIVE WRITING S Park J. Y, 2011, MERLOT J ONLINE LEAR, V7, P170 PRATT DD, 1992, ADULT EDUC QUART, V42, P203 UNESCO, 2005, ED ALL QUAL IMP Walker D., 1993, USING EXPERIENCE LEA TC 0 Z9 0 BN 978-84-616-0763-1 PY 2012 BP 5737 EP 5745 UT WOS:000318422205112 ER PT S AU Gabureanu, S Vasilescu, I AF Gabureanu, Simona Vasilescu, Irina BE Frunzeti, T Jugureanu, R Ciolan, L Radu, C TI LEARNING TASKS AND FEEDBACK IN COMPUTER-ASSISTED EDUCATIONAL SITUATIONS. NEW CHALLENGES FOR TEACHERS AS 21ST CENTURY PROFESSIONALS SO LEVERAGING TECHNOLOGY FOR LEARNING, VOL I SE eLearning and Software for Education CT 8th International Scientific Conference eLearning and Software for Education CY APR 26-27, 2012 CL Bucharest, ROMANIA AB Today, the professional in the education system is proactive, open to innovation, anchored in the technological, pedagogical and academic actualities, available to collaborating and sharing with colleagues. New environments, tools and ideas are emerging from enhanced and open education practices, and a series of new skills, both pedagogical and technological, are constantly brought up-front as a key enabler or integrator for the assembly of the new roles and tasks of today's education practitioner. The paper approaches the changes of the technological and pedagogical frameworks, focusing on two basic elements of education practice: the learning task and the feedback, in the light of a computer-assisted language learning situation. The focus is on specific computer-assisted language learning situations and learning materials that aim at fostering the development of language in use. Communication skills in different communication contexts are developed through practice, rather than considering language as a formal system of signs and rules. The use of language in real communicative situations should be the main goal of the second language learning, a more valuable goal than the ability to decode the language spontaneously. In this respect, the paper aims to present technological and pedagogical aspects concerning Computer Assisted Language Learning (CALL) and Intelligent Computer Assisted Language Learning (ICALL), in order to help teachers to better seize the opportunities offered by technology-enhanced learning systems. The added value of the use of technology in language learning depends on teachers' abilities to create appropriate learning materials and to integrate them in the second language class. CR Chapelle C., 2001, COMPUTER APPL 2 LANG, P55 Compton L. K. L., 2009, COMPUTER ASSISTED LA, V22, P83 Hampel R., 2005, COMPUTER ASSISTED LA, V18, P317 Istrate O., 2011, 7 INT SCI C ELEARNIN Velea Simona, 2011, ICVL P 6 INT C VIRT TC 0 Z9 0 SN 2066-026X PY 2012 BP 157 EP 160 DI 10.5682/2066-026X-12-025 UT WOS:000316712900025 ER PT B AU Garbett, C AF Garbett, Chris BE Chova, LG Martinez, AL Torres, IC TI ON-LINE LEARNING - COSTS AND ROI SO 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) CT 5th International Conference of Education, Research and Innovation (ICERI) CY NOV 19-21, 2012 CL Madrid, SPAIN AB Demographic, and other, changes mean that unprecedented numbers of people are seeking Further and Higher Education. Increased numbers of students are placing unsustainable burdens on State providers of Higher Education, and on individual students. Increasingly, in seeking solutions to the cost burdens, world-wide, Higher Education Institutions, and other providers are looking at web-based learning programmes to provide effective and affordable means of delivering education and training. For many students, distance learning gives them the flexibility of remaining in paid employment whilst studying at the University of their choice, often in a distant country. This opens up the opportunity of further and higher education to many people who would not be able to make the financial sacrifice to take time out to attend a traditional face to face course. For other students, the house-bound or those with travel or other restrictions, distance learning offers an opportunity to engage in learning which is not available in traditional face to face courses. This broadens even further the pool of potential students. For providers of Higher Education, the increasing uptake of Open-Educational Resources (OER) and readily available E-Textbooks and E-Content, means that the costs of developing these courses is steadily falling. At the same time, the reduced costs of delivering the courses, with far fewer overheads than traditional face to face courses; make them increasingly attractive. This paper will present fully costed analyses of the costs of developing and delivering on-line courses. Building on previous research into the cost implications of distance learning; the presentation will utilise both real and projected income and expenditure flows. Cost and income date is drawn from actual case studies from experience of delivering Distance Learning courses at Leeds Metropolitan University. Revenue and expenditure flows will be built-up incrementally, and major cost items can be identified. The costs will be presented in the form of a 5-year discounted cash-flow analysis. Break even points, Net Present Values, and IRR will be identified. The full Return on Investment (ROI) can be calculated. This presentation will be based on a spreadsheet with the DCF calculations. The spreadsheet can be made available to interested parties CR Baum E, 2010, TRENDS HIGHER ED SER Baume D, 2009, COURSE DESIGN INCREA Bramble W., 2008, EC DISTANCE ONLINE L Brown M, 2009, EXPLORING TENSION RE Brown S., 1994, STRATEGIES DIVERSIFY Cohen A., 2006, Internet and Higher Education, V9, DOI 10.1016/j.iheduc.2006.03.007 Cukier J., 1997, DISTANCE EDUC, V18, P137, DOI [10.1080/0158791970180110, DOI 10.1080/0158791970180110] Downes S., 2007, INTERDISCIPLINARY J, V3 Garbett C., 2004, INT TECHN C Garbett C, 2011, EUROPEAN J OPEN DIST, V2, P2011 Garbett C., 2011, INT C ED RES INN 14 Gordon S., 2009, ONLINE J DISTANCE LE, VXII Jara M., 2007, PEDAGOGICAL TEMPLATE JM Consulting Ltd, 2003, COSTS ALT MOD DEL Johnes G., 2005, VWRR641 LANC U MAN S Joint Costing and Pricing Steering Group, 2010, TRANSP APPR COST TRA Laurillard D, 2007, HIGH EDUC, V54, P21, DOI 10.1007/s10734-006-9044-2 Main RG., 2004, J INTERACTIVE INSTRU, V16, P3 National Board of Employment Education and Training, 1994, 33 NAT BOARD EMPL ED Rumble G., 1998, COSTS EC OPEN DISTAN Rumble G., 2001, J ASYNCHRONOUS LEARN, V5, P75 Snowball, 2010, NEWSL ASS LECT OP U Vilaseca J, 2008, INTANGIBLE CAPITAL, V4, P3 Yi Ling-yun, 2007, 7 IEEE INT C ADV LEA, P79 TC 0 Z9 0 BN 978-84-616-0763-1 PY 2012 BP 5228 EP 5237 UT WOS:000318422205036 ER PT S AU Ge, XL Yuan, C Zeng, WJ AF Ge Xian-long Yuan Chen Zeng Wen-jie BE Zhe, Z Neuwirth, C TI Constructed the Network Ideological and Political Education for the New Period University SO 2012 2ND INTERNATIONAL CONFERENCE ON PHYSICAL EDUCATION AND SOCIETY MANAGEMENT (ICPESM 2012), VOL 10 SE Lecture Notes in Management Science CT 2nd International Conference on Physical Education and Society Management (ICPESM 2012) CY DEC 30-31, 2012 CL Wuhan, PEOPLES R CHINA AB In this paper, the mode of network ideological and political education was proposed. To deployment analysis the college students network behavior problems and study on the cause of the college students network behavior problems , following the education systems below, diverse education of methods and approach , guide education of multi-channel interactive , open education ,the education of heavy supervision ,weight management and important development, the mode of network ideological and political education was established(builded), which is favored by college students. The paper put forward(in order to ) providing helpful reference of university ideological education . CR An Hongtao, 2009, INT J INNER MONGOLIA, V1, P82 Chien Chou, 2005, INT J ED PSYCHOL REV, V17, P56 Davis R.A., 2001, INT J COMPUTERS HUMA, V17, P213 Hu Chengguang, 2006, INT J STUDIES IDEOLO, V2, P29 Lo S.K., 2005, INT J CYBEIPSYCHOL B, V8, P68 Lu Huafeng, 2003, INT J J UESTE SOCIAL, V1, P35 Ryu E.J., 2004, INT J CYBEIPSYCHOL B, V7, P19 Xie Yujin, 2010, INT J LEADING J IDEO, V1, P82 Zhou Jun, 2008, INT J J CHONGQING U, V6, P16 TC 0 Z9 0 SN 2251-3051 BN 978-981-07-3899-0 PY 2012 VL 10 BP 211 EP 216 UT WOS:000322284600039 ER PT J AU Gruszczynska, A Merchant, G Pountney, R AF Gruszczynska, Anna Merchant, Guy Pountney, Richard BE Beldhuis, H TI "Digital Futures in Teacher Education" Project: Exploring Open Approaches towards Digital Literacy SO PROCEEDINGS OF THE 11TH EUROPEAN CONFERENCE ON E-LEARNING CT 11th European Conference on E-Learning (ECEL) CY OCT 26-27, 2012 CL Groningen, NETHERLANDS HO Univ Groningen AB This paper reports the findings of a project "Digital Futures in Teacher Education" (DeFT) undertaken as part of the third phase of the Joint Information Systems Committee (JISC) UK Open Educational Resources (OER) programme. It builds on previous work (Gruszczynska & Pountney, 2012) that has addressed attempts to embed OER practice within the teacher education sector, and that which has informed practice in teaching and learning in the school system involving digital literacy (Burnett & Merchant, 2011; Davies & Merchant, 2009). It examines the effectiveness of a methodology that prizes reflexivity and participation, and includes a range of voices, including children's voices, in the meaning-making process. The paper also offers some recommendations on the basis of early findings of the project. Importantly, the paper offers a framework for digital literacy, drawing heavily on socio-cultural models of digital practice (Merchant, 2011), which have the potential to enhance the teacher (and teaching) while being inclusive of the learner (and learning) and which address the 'why' as well as the 'how' of digital literacy. This framework takes into account, current debates (primarily within UK) focusing on issues of ICT, digital literacy and media literacy in the curriculum, which reflect a tension between of digital literacy as a set of skills and competencies as opposed to understandings that focus more on socio-cultural and communicative practices. This framework builds upon data collected in the context of the project and incorporates meanings and perspectives on digital literacies as expressed by project participants. CR Atkins D. E., 2007, REV OPEN ED RESOURCE Bennett S, 2008, BRIT J EDUC TECHNOL, V39, P775, DOI 10.1111/j.1467-8535.2007.00793.x Bruns Axel, 2008, BLOGS WIKIPEDIA 2 LI Burnett C, 2011, LANG EDUC-UK, V25, P433, DOI 10.1080/09500782.2011.584347 Burnett C., 2009, DIGITAL LITERACIES S, P115 Burnett C., 2011, ENGLISH PRACTICE CRI, V10, P1 Carrington V., 2009, DIGITAL LITERACIES S Cochran-Smith M., 1993, INSIDE OUTSIDE TEACH Connexions, 2009, WHAT AR OP TXB Davies J., 2009, WEB 2 0 SCH SOCIAL P Gillen J., 2010, DIGITAL LITERACIES R Glister P., 1997, DIGITAL LITERACY Gruszczynska A, 2012, P OPENCOURSEWARE CON Hargittai E, 2010, SOCIOL INQ, V80, P92, DOI 10.1111/j.1475-682X.2009.00317.x Hemsley K., 2008, BECTA REPURPOS UNPUB Joint Information Systems Committee (JISC), 2011, DIG LIT AN ACC SKILL Lankshear C., 2010, NEW LITERACIES EVERY Larson R. C., 2008, J ASYNCHRONOUS LEARN, V12, P85 Lincoln Y, 1984, NATURALISTIC INQUIRY Merchant G., 2011, ENCY APPL LINGUISTIC Newspaper Guardian, 2012, GUARDIAN NEWSPA 0112 Pountney R., 2003, ITTE ASS INF TECHN T Prensky M., 2001, HORIZON, V9, P1, DOI DOI 10.1108/10748120110424816 Robinson M., 2008, PLAY CREATIVITY DIGI Thakrar J., 2009, INT REV RES OPEN DIS, V10, P4 Timperley H., 2007, TEACHER PROFESSIONAL Warschauer M, 2010, REV RES EDUC, V34, P179, DOI 10.3102/0091732X09349791 Wolfenden F., 2010, 6 PAN COMM FOR OP LE TC 0 Z9 0 BN 978-1-908272-74-4 PY 2012 BP 206 EP 213 UT WOS:000321613000026 ER PT J AU Hatzipanagos, S AF Hatzipanagos, Stylianos BE Lam, P TI Open Educational Resources in Distance Education: Exploring Open Learning in Academic Practice SO PROCEEDINGS OF THE 7TH INTERNATIONAL CONFERENCE ON ELEARNING CT 7th International Conference on eLearning CY JUN 21-22, 2012 CL Hong Kong, PEOPLES R CHINA HO Chinese Univ Hong Kong (CUHK) AB In Open and Distance Learning, academic practice is often constrained by the lack of teaching experience of tutors. In addition, tutors often have no access to a teacher programme or resources in academic practice to help them develop teaching skills and aptitudes. However, through their engagement with Open Educational Resources they can acquire abilities to design and evaluate learning resources. The paper discusses the problem of identifying educational resources on teaching from which tutors can benefit from in these environments. The focus is a project that revolved around repurposing a collection of digital learning resources and created awareness of the value of Open Educational Resources for developing Distance Learning tutors. CR [Anonymous], 2006, TEACH RES AW FIN REP [Anonymous], 2008, OER HDB D'Antoni S., 2007, OPEN ED RESOURCES WA Lane A., 2010, J INTERACTIVE MEDIA McAndrew P., 2010, EDUCAUSE Q, V33 OECD, 2007, GIV KNOWL FREE EM OP TC 0 Z9 0 BN 978-1-908272-44-7 PY 2012 BP 132 EP 135 UT WOS:000308236800017 ER PT J AU Hodgkinson-Williams, C Paskevicius, M AF Hodgkinson-Williams, Cheryl Paskevicius, Michael TI The role of postgraduate students in co-authoring open educational resources to promote social inclusion: a case study at the University of Cape Town SO DISTANCE EDUCATION AB Like many universities worldwide, the University of Cape Town (UCT) in South Africa has joined the open educational resources (OER) movement, making a selection of teaching and learning materials available through its OER directory, UCT OpenContent. However, persuading and then supporting busy academics to share their teaching materials as OER still remains a challenge. In this article, we report on an empirical study of how UCT postgraduate students have assisted in the process of reworking the academics' teaching materials as OER. Using the concept of contradictions (Engestrom, 2001), we endeavor to surface the various disturbances or conflicts with which the postgraduate students had to engage to make OER socially inclusive, as well as Engestrom's "layers of causality" (2011, p. 609) to explain postgraduate students' growing sense of agency as they experienced the OER development process as being socially inclusive. CR Altbach P. G., 2009, UNESCO 2009 WORLD C Canby B., 2007, FINANCIAL ANAL STEAD Commonwealth of Learning, 2011, GUID OP ED RES OER H Conole G., 2011, DEHUB SUMM ED 2011 2 Conole G., 2010, TECHNIQUES FOSTERING, P206, DOI DOI 10.4018/978-1-61692-898-8.CH012 Coughlan T., 2011, J OPEN FLEXIBLE DIST, V15, P11 dos Santos A. I., 2008, J INTERACTIVE MEDIA, V11, P1 Ehlers U.-D., 2011, J OPEN FLEXIBLE DIST, V15, P1 Engestrom Y, 2011, THEOR PSYCHOL, V21, P598, DOI 10.1177/0959354311419252 Engestrom Y., 2001, J ED WORK, V14, P133, DOI DOI 10.1080/13639080020028747 Engestrom Y, 2000, ERGONOMICS, V43, P960, DOI 10.1080/001401300409143 Geser Guntram, 2007, OPEN ED PRACTICES RE Gidley JM, 2010, HIGH EDUC POLICY, V23, P123, DOI 10.1057/hep.2009.24 Gourly B., 2009, OPEN LEARNING J OPEN, V24, P57, DOI DOI 10.1080/02680510802627845 Harris R., 2003, REUSING LINE RESOURC, P234 Hodgkinson-Williams C. A., 2010, OPENED 2010, P215 Honkaranta A., 2005, P 1 WSEAS IASME INT, P39 Kleymeer P., 2010, OPENED 2010, P241 Lane A., 2011, P EDULEARN11 3 INT C, P1353 LeCompte MD, 2000, THEOR PRACT, V39, P146, DOI 10.1207/s15430421tip3903_5 Lee MJW, 2007, INT J INSTRUCTIONAL, V4, P21 Little S., 2011, SITIS 2011, P147 Littlejohn A., 2003, REUSING ONLINE RESOU, P212 Maxwell J., 2008, SAGE HDB APPL SOCIAL, V2nd, P214 McAndrew P., 2006, MOTIVATIONS OPENLEAR Ngugi CN, 2011, DISTANCE EDUC, V32, P277, DOI 10.1080/01587919.2011.584853 Paskevicius M., 2011, THESIS U CAPE TOWN C Philip R., 2008, P WORLD C ED MULT HY, P453 Sapire I, 2011, DISTANCE EDUC, V32, P195, DOI 10.1080/01587919.2011.584847 Shuttleworth Foundation, CAP TOWN OP ED DECL Stake R. E., 1995, ART CASE STUDY University of Cape Town, 2009, STRAT PLAN U CAP TOW University of Michigan, 2011, OP MICH WIK Wheeler S., 2010, EDEN RES WORKSH BUD Wolfenden F., 2008, J INTERACTIVE MEDIA TC 0 Z9 0 SN 0158-7919 PY 2012 VL 33 IS 2 SI SI BP 253 EP 269 DI 10.1080/01587919.2012.692052 UT WOS:000306741000009 ER PT J AU Jurado, RG Pettersson, T AF Jurado, Ramon Garrote Pettersson, Tomas BE Chova, LG Torres, IC Martinez, AL TI HOW UNIVERSITY TEACHERS IN DEVELOPING COUNTRIES PERCEIVE THE USE OF OPEN EDUCATIONAL RESOURCES IN HIGHER EDUCATION SO EDULEARN12: 4TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 4th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 02-04, 2012 CL Barcelona, SPAIN AB This study was conducted to find out how lecturers in developing countries perceive the use of Open Educational Resources (OER). A group of teachers at the Instituto Superior Politecnico Jose Antonio Echeverria, Facultad de Ingenieria Electrica (Havana, Cuba) participated in a course about the use of Learning Management Systems that only used OER. After they had been introduced to the concept they answered a questionnaire with a number of statements about the use and sharing of free material on the internet. The answers show that the lecturers were positive to the use of free course material and expressed their willingness to make their own material available. The results also confirm the hypothesis that peer recognition is an important reward for the time and effort spent on producing freeware. The authors assert that extensive use of OER could increase the quality of education, as well as making education more accessible in developing countries. To stimulate the production and dissemination of OER it is recommended that institutions of education worldwide promote the use of OER and encourage lecturers to take part in the free sharing of material on the internet. CR Abelson H, 2008, J SCI EDUC TECHNOL, V17, P164, DOI 10.1007/s10956-007-9060-8 ATKINS DANIEL, 2007, REPORT TO THE WILLIA Bjorck U., 2004, DISTRIBUTED PROBLEM Caswell T., 2008, THE INTERNATIONAL RE, V9, P1 Coates H., 2005, TERTIARY ED MANAGEME, V11, P19, DOI DOI 10.1007/511233-004-3567-9 Collis B., 2002, MODELS OF TECHNOLOGY D'Antoni S., 2009, OPEN LEARNING THE JO, V24 D'Antoni S., 2008, OPEN EDUCATIONAL RES Denscombe M., 2000, FORSKNINGSHANDBOKEN Dinevski Dejan, 2010, Organizacija, V43, DOI 10.2478/v10051-010-0001-6 Downes S., 2007, INTERDISCIPLINARY JO Dutton W. H., 2004, ELECT J E LEARNING, V2, P1 Garrote R., 2011, INTERNATIONAL JOURNA, V7 Garrote R, 2007, AUSTRALAS J EDUC TEC, V23, P327 Grob HL, 2004, ITI 2004: PROCEEDINGS OF THE 26TH INTERNATIONAL CONFERENCE ON INFORMATION TECHNOLOGY INTERFACES, P387 Hepp P., 2004, TECHNOLOGY IN SCHOOL, P94 Holme I. M., 1991, FORSKNINGSMETODIK Lin YH, 2006, J INF SCI ENG, V22, P1 Mahdizadeh H, 2008, COMPUT EDUC, V51, P142, DOI 10.1016/j.compedu.2007.04.004 Mitcham C, 2009, ETHICS INF TECHNOL, V11, P299, DOI 10.1007/s10676-009-9209-7 Moodle.org, 2010, MOODLE ORG OPEN SOUR Scott G., 1999, CHANGE MATTERS MAKIN Sikwibele A. L., 2009, INTERNATIONAL REVIEW, V10 UNESCO, 2002, UNESCO PROMOTES NEW Uys P. M., 2004, Educational Media International, V41, DOI 10.1080/0952398032000105120 Wenger E., 1998, COMMUNITIES OF PRACT Wheeler D, 2007, WHY OPEN SOURCE SOFT Wiley D., 2007, ON THE SUSTAINABILIT WILSON T, 2008, INT REV RES OPEN DIS, V9, P1 TC 0 Z9 0 SN 2340-1117 BN 978-84-695-3491-5 PY 2012 BP 101 EP 108 UT WOS:000326239300014 ER PT J AU Kamour, M AF Kamour, Mimas BE Chova, LG Torres, IC Martinez, AL TI IMPORTANCE OF EMOTIONAL INTELLIGENCE AMONG OPEN LEARNING AND DISTANCE LEARNING STUDENTS SO EDULEARN12: 4TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 4th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 02-04, 2012 CL Barcelona, SPAIN AB Emotional intelligence is considered one of the most important abilities and skills that enables individuals to deal with daily situations and pressures; besides, it is a crucial driver towards success as it enables college students to understand themselves, recognize and deal with their surrounding. Therefore, this study demonstrates the importance of emotional intelligence among open and distance learning students at the Open Arab University/Jordan branch, and illustrates the differences in emotional intelligence level attributed to gender variable (male and female) and academic major variable between college students. The sample consisted of (201) male/female students majoring in the following academic disciplines: Education, Business Administration, English Literature and Information Technology. The scale of BarOn for emotional intelligence was used. This study's findings indicate significant negative differences attributed to gender and faculty across the emotional intelligence measurement scales. Study followed by some important recommendation CR Babelan A. Z., 2010, PROCEDIA SOCIAL BEHA, V2, P1157 Baron R., 2000, HDB EMOTIONAL INTELL, P363 Berenson R, 2008, INT REV RES OPEN DIS, V9 Bruce holder, 2007, INTERNET HIGH EDUC, V10, p245 Goleman D., 1995, EMOTIONAL INTELLIGEN Goleman D., 2000, EMOTIONALLY INTELLIG Mayer JD, 1999, INTELLIGENCE, V27, P267, DOI 10.1016/S0160-2896(99)00016-1 Nikpour G, 2007, U TEHRAN J Raita H.L., 2006, J EDUC, V12, p23 Reddy G.R, 2006, OPEN FLEXIBLE LEARNI Sala F., 2001, ITS LONELY TOP EXECU Siddiqui M, 2007, DISTANCE ED THEORY R TC 0 Z9 0 SN 2340-1117 BN 978-84-695-3491-5 PY 2012 BP 2895 EP 2899 UT WOS:000326239302150 ER PT J AU Kayman, EA Ilbars, Z Artuner, G AF Kayman, Esen Arzu Ilbars, Zehra Artuner, Gulbanu BE Baskan, GA Ozdamli, F Kanbul, S Ozcan, D TI Adult education in Turkey: in terms of lifelong learning SO 4TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES (WCES-2012) SE Procedia Social and Behavioral Sciences CT 4th World Conference on Educational Sciences (WCES) CY FEB 02-05, 2012 CL Barcelona, SPAIN HO Univ Barcelona AB Information, access to information and communication technologies leading to rapid and profound changes in economic and social life makes the lifelong learning a must for everyone and mostly adults. In Turkey, adult education, in terms of lifelong learning, starts in such institutions which aimed to make the individual freer, transformative and egalitarian so-called Village Institutions in 1940s, Open Education at Anadolu University etc. Adult education varies in all over the world. However, it has some universal goals such as managing the individual' life, self-sufficiency, learning by doing and practicing, In the philosophy of adult education lies making the adults contemporary, secular and responsible citizens who quest, think, comment and try to make the life easier and happier. Lifelong learning, together with the European Union Harmonization Laws, is a term widely used today in Turkey, though, was actually adopted in the history of Republic of Turkey from the first day of national development and applied in our educational history. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu CR Adekunle O. E., 1999, WEB BASED LIFELONG E Akyuz Y., 2011, HIST TURKISH ED BC 1 Binbasioglu C., 2009, HIST TURKISH ED EARL, P371 Burns R, 1995, ADULT LEARNER WORK Burns S., 1995, HRMONTHLY JUN, P16 Europa, 2010, LIF LEARN POL La Belle J.T., 2010, FORMAL NONFORMAL INF Lindeman E.G., 2011, EDUARD C LINDEMAN ME MEGEP, 2011, STRAT BELG Okcabol R., 1996, HALK EGITIMI, P2 Yayla D., 2009, TURK YETISKIN EGITIM TC 0 Z9 0 SN 1877-0428 PY 2012 VL 46 BP 5858 EP 5861 DI 10.1016/j.sbspro.2012.06.528 UT WOS:000314465906006 ER PT J AU Khengere, J AF Khengere, J. BE Chova, LG Martinez, AL Torres, IC TI DEPLOYMENT OF M-LEARNING TECHNOLOGIES: CASE OF BOTSWANA COLLEGE OF DISTANCE AND OPEN LEARNING IN BOTSWANA SO INTED2012: INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings CT 6th International Conference of Technology, Education and Development (INTED) CY MAR 05-07, 2012 CL Valencia, SPAIN AB M-learning (Mobile learning) is a type of learning that takes place when the learner is not at a fixed, predetermined location and learning that takes place when the learner takes advantage of the learning opportunities offered by mobile technologies. Recent developments in mobile technologies have ordered the potential to support learners studying a variety of subjects, globally the development and adoption of M-learning are rapidly increasing but this is not the case with Botswana. Botswana has a system called Botswana College of Distance and Open Learning (BOCODOL) which is the process of learning where students attend on part time basis and after work since they could not do in normal time. Nevertheless, these students fail to complete their part time learning, open learning and distance learning because of time and distance factors involved although they have they have the ambition of finishing their studies. Moreover, the government has put down the vision which stipulates that Botswana nation should be educated and well informed by the year 2016. Botswana vision and students' ambition to complete students have prompted the researcher to present a paper that will assist the stakeholder to understand the nature of the challenges they are in and appreciate the way forward in order to achieve their goals. CR Aderinoye R. A., 2007, INT REV RES OPEN DIS, V8 Constantinou I.D., 2007, COMMUNICATIONS ACM, V50 Corlett D, 2005, J COMPUT ASSIST LEAR, V21, P162, DOI 10.1111/j.1365-2729.2005.00124.x Dekleva S., 2007, COMMUNICATIONS ACM, V50 Lindquist D., 2007, SIGCSE 07 MARCH 7 10 Roschelle J, 2005, J COMPUT ASSIST LEAR, V21, P159, DOI 10.1111/j.1365-2729.2005.00123.x Sharples M, 2000, COMPUT EDUC, V34, P177, DOI 10.1016/S0360-1315(99)00044-5 Thornton P, 2005, J COMPUT ASSIST LEAR, V21, P217, DOI 10.1111/j.1365-2729.2005.00129.x Timothy G. C., 2005, 5 INT C ADV LEARN TE Waycott J, 2003, PERS UBIQUIT COMPUT, V7, P30, DOI 10.1007/s00779-002-0211-x Wuthrich C., 2003, JCSC, V18, P4 TC 0 Z9 0 SN 2340-1079 BN 978-84-615-5563-5 PY 2012 BP 2576 EP 2583 UT WOS:000326396402082 ER PT J AU Lane, A AF Lane, Andy TI A review of the role of national policy and institutional mission in European distance teaching universities with respect to widening participation in higher education study through open educational resources SO DISTANCE EDUCATION AB The open educational resources (OER) movement is relatively new with few higher education institutions (HEIs) publishing or using them, and even fewer using them to widen engagement or participation in HE study. Although distance teaching universities have been in the vanguard of widening opportunities for HE study, they vary in how far they are doing so. Some use this informal learning through studying OER as a bridge to formal learning; others see it as an end in itself, often as part of a wider set of lifelong learning activities. Initial experiences of some European distance teaching universities indicate that OER are fine for confident and experienced learners but most people will require other support mechanisms to achieve participation. More effort may be needed to design and present OER in ways that are suited to the learners to support their learning, including developing new ways to recognize achievements through open study. CR Anderson T., 2009, OPEN DISTANCE E LEAR Atkins D. E., 2007, REV OPEN ED RESOURCE Bissell A., 2009, OPEN LEARNING J OPEN, V24, P97, DOI DOI 10.1080/02680510802627886 Burge E, 2011, ISS ONLINE EDUC, P1 Carson S., 2009, OPEN LEARNING J OPEN, V24, P23 Casserly C., 2008, OPENING ED COLLECTIV, P261 Caswell T., 2008, INT REV RES OPEN DIS, V9 David M., 2008, WIDENING PARTICIPATI Ehlers U. D., 2011, E LEARNING PAPERS, V23, P1 European Association of Distance Teaching Universities (EADTU), 2011, OP ED RES European Union, 2009, C EUR MIN RESP HIGH European University Association, 2008, EUR U CHART LIF LEAR Gourly B., 2009, OPEN LEARNING J OPEN, V24, P57, DOI DOI 10.1080/02680510802627845 Higher Education Funding Council for England, 2011, WID PART Iiyoshi T., 2008, OPENING ED COLLECTIV Illich I., 1971, DESCHOOLING SOC Kirkpatrick D, 2011, ISS ONLINE EDUC, P19 Kirkwood A, 2011, ISS ONLINE EDUC, P285 Kumar M. S. V., 2009, OPEN LEARNING, V24, P77 Lane A., 2011, P EDULEARN11 3 INT C, P1353 Lane A., 2010, GLOBAL TRENDS DEV US Lane A. B., 2011, BEST PRACTICE REPORT Lane A. B., 2009, INT REV RES OPEN DIS, V10 Lane A. B., 2008, OPENING ED COLLECTIV, P149 Littlejohn A., 2011, OER SYNTHESIS EVALUA Masterton L., 2011, JISC OPEN ED RESOURC McAndrew P., 2010, J INTERACTIVE MEDIA, V10, P1 OECD, 2006, HIGH ED QUAL EQ EFF Open University, 2012, OU EXPL Osborne M, 2003, INT J LIFELONG ED, V22, P43, DOI DOI 10.1080/02601370304826 Parry M., 2010, CHRONICLE HIGHER ED Schuwer Robert, 2009, OPEN LEARNING J OPEN, V24, P67, DOI DOI 10.1080/02680510802627852 Shaw J., 2007, EMBEDDING WIDENING P Tait A., 2008, OPEN LEARNING J OPEN, V23, P85, DOI DOI 10.1080/02680510802051871 Wiley D., 2009, OPEN LEARNING J OPEN, V24, P11, DOI DOI 10.1080/02680510802627746 Woodley A, 2011, ISS ONLINE EDUC, P299 Yuan L., 2008, OPEN ED RESOURCES OP TC 0 Z9 0 SN 0158-7919 PY 2012 VL 33 IS 2 SI SI BP 135 EP 150 DI 10.1080/01587919.2012.692067 UT WOS:000306741000002 ER PT J AU Langton, N AF Langton, Nina BE Lam, P TI Learning Kanji Through Online Multimedia Manga: Student Perceptions Regarding Effectiveness and Engagement SO PROCEEDINGS OF THE 7TH INTERNATIONAL CONFERENCE ON ELEARNING CT 7th International Conference on eLearning CY JUN 21-22, 2012 CL Hong Kong, PEOPLES R CHINA HO Chinese Univ Hong Kong (CUHK) AB Learning kanji (Chinese written characters) is one of the biggest challenges faced by students of Japanese language who have no background in this orthography. A visual symbol, its meaning and multiple readings must be memorized and available for retrieval and production. The challenge to the teacher of Japanese is to make what is usually considered simple repetitive rote learning into a more engaging, motivating and, at the same time, effective experience. This study examines a teaching and learning resource that combines storytelling and visual mnemonics in an animated manga (comic book) that students can view online. The creator of the manga has developed an original story that incorporates the characters, both visually and semantically, into a narrative that is meant to be both educational and entertaining. This methodology incorporates the ideas of visual mnemonics for kanji learning developed by Heisig, Rowley and others as well as the concept of plot mnemonics elaborated by Smolensky. The resource has also been developed taking into account the principles of multi-media learning proposed by Mayer. The manga was also produced in a static, paper version that students are able to use in conjunctions with the online version. Student evaluations of both versions of the resource were obtained during interviews and analyzed from a qualitative perspective for perceptions of efficacy for learning, effect on motivation, and enjoyment. Findings indicate that, while the resource was appreciated by most students, there were some problems with comprehension and with the artificial nature of a plot constrained by the arbitrary selection of kanji. In addition, the low-tech "fan-fiction" nature of the production was evaluated negatively by some students. While the resource may not be universally useful to all students, it should have the potential to engage and motivate some students in their learning of kanji, and when offered as an online, open learning resource, can potentially reach a large number of students who could benefit from this methodology. CR ATKINSON RC, 1975, AM PSYCHOL, V30, P821, DOI 10.1037/h0077029 Bernabe M., 2007, KANJI MANGALAND BASI Chun DM, 1996, MOD LANG J, V80, P183, DOI 10.2307/328635 GARNER R, 1989, COGNITION INSTRUCT, V6, P41, DOI 10.1207/s1532690xci0601_2 Heisig J. W, 1977, REMEMBERING KANJI Lowe R. K, 2003, LEARN INSTR, V13, P147 Makino S., 1998, NAKAMA Mayer R. E, 2005, CAMBRIDGE HDB MULTIM Nikolova O.R., 2002, LANGUAGE LEARNING TE, V6, P100 Okita Y, 1997, NEW TRENDS ISSUES TE PAIVIO A, 1979, CAN J PSYCHOL, V33, P17, DOI 10.1037/h0081699 Paivio A., 1981, PSYCHOL LANGUAGE Park B, 2011, COMPUT HUM BEHAV, V27, P5, DOI 10.1016/j.chb.2010.05.006 Plass J., 2005, CAMBRIDGE HDB MULTIM, P467 Plass JL, 2003, COMPUT HUM BEHAV, V19, P221, DOI 10.1016/S0747-5632(02)00015-8 Rowley M, 1992, PICT O GRAPHIX 1000 Smolensky V. V, 1995, CHAIN METHOD STUDYIN Sweller J., 2005, CAMBRIDGE HDB MULTIM, P19, DOI [10.1017/CBO9780511816819.003, DOI 10.1017/CB09780511816819.003] Tversky B, 2002, INT J HUM-COMPUT ST, V57, P247, DOI 10.1006/ijhc.1017 WANG AY, 1995, J EDUC PSYCHOL, V87, P468, DOI 10.1037//0022-0663.87.3.468 WANG AY, 1992, LANG LEARN, V42, P359, DOI 10.1111/j.1467-1770.1992.tb01340.x TC 0 Z9 0 BN 978-1-908272-44-7 PY 2012 BP 236 EP 243 UT WOS:000308236800031 ER PT B AU Liepa, D Spona, A AF Liepa, Diana Spona, Ausma GP Rezeknes Augstskola TI Pedagogical Principles of Foreign Language Studies SO SOCIETY, INTEGRATION, EDUCATION 2012, VOL I CT International Scientifical Conference on Society, Integration and Education CY MAY 25-26, 2012 CL Rezekne, LATVIA AB Adult learners' study process is affected by former life's experiences: memories, various events, relations and former study habits etc. Adult learning that is based on adults' own initiative and responsibility have been defined in several ways: self-directed learning, self-planned studying, self-studying, independent studies, autonomous studying, autodidactics as well as open learning. Aim of the study: to propose pedagogical principles of foreign language studies. Materials and methods: analysis of scientific and methodological literature, modelling, observation, Methods of data processing and analysis: quantitative (data analysis by using the data processing software SPSS 17.0. In the Research results approve high necessity to optimise the study process taking into consideration the principles that were researched in adults' learning and teaching. CR Cehlova Z., 2003, SKOLENU INTEGRATIVO Gudjons H., 2007, PEDAGOGIJAS PAMATATZ Knowles M., 2005, ADULT LEARNERS Koke T., 1999, PIEAUGUSO IZGLITIBAS Liegeniece D., 2002, IEVADS ANDRAGOGIJA Rumpite D., 1998, K MAT, P28 Spon a A., 2006, AUDZINASANAS PROCESS Students J., 1930, IEVADIJUMS AUDZINASA TC 0 Z9 0 PY 2012 BP 334 EP 344 UT WOS:000316768800032 ER PT J AU Lu, BY Tung, ML AF Lu, Bing-Yuh Tung, Ming-Li TI Perspectives on the Open Educational Resources SO NEW EDUCATIONAL REVIEW AB This study introduced the open educational resources (OER) aided learning in a computer aided classroom. The course materials included the OER, composed in English, and a textbook translated into Taiwan's traditional Chinese. Furthermore, the OER improved students' conceptual understanding of both language and professional knowledge. Finally, the conceptual color plate analysis was employed to evaluate the related factors among universities, students, and teachers. Based on the statistics of the previous OER studies, it is predictable that OER aided learning may be popular in the future. Besides, the library plays a very important role in life-long learning, and will be crucial in the future because advanced guides and indexing of digital contents and OER can give the self-learner a better tool for life-long learning. CR Anisetti M, 2007, IEEE T EDUC, V50, P302, DOI 10.1109/TE.2007.904584 [Anonymous], COURS DESCR SIGN SYS Clarke M, 2004, BRIT J EDUC TECHNOL, V35, P5, DOI 10.1111/j.1467-8535.2004.00363.x Dettori G, 2008, IEEE T LEARN TECHNOL, V1, P11, DOI 10.1109/TLT.2008.7 Devitt P, 1999, MED EDUC, V33, P136, DOI 10.1046/j.1365-2923.1999.00284.x Digest of Educational Statistics National Center for Educational Statistics USA, 2003, NUMB FULL TIM EQ STA Downes S., 2007, INTERDISCIPLINARY J, V3, P29 Foreman J, 2003, EDUCAUSE REV, V38, P12 Han S., 2001, ASIA PACIFIC ED REV, V2, P85 Haykin Van V., 2005, SIGNALS SYSTEMS Jiusto S, 2006, J ENG EDUC, V95, P195 Johnstone S.M., 2005, EDUCAUSE Q, V3, P15 Karger P, 2008, IEEE T LEARN TECHNOL, V1, P20, DOI 10.1109/TLT.2008.5 Khelifi A, 2009, IEEE T LEARN TECHNOL, V2, P239, DOI 10.1109/TLT.2009.13 Lu B.Y., 2004, WORLD T ENG TECHNOLO, V3, P211 Oppenheim A. V., 1997, SIGNALS SYSTEMS, V2nd Owston R. D., 1997, EDUC RES, V26, P27, DOI 10.3102/0013189X026002027 Pomales-Garcia C, 2007, J ENG EDUC, V96, P253 Schrum L., 2005, J DISTANCE ED, V20, P60 Tao YH, 2008, COMPUT EDUC, V50, P23, DOI 10.1016/j.compedu.2006.03.005 Tung ML, 2011, NEW EDUC REV, V23, P127 TC 0 Z9 0 SN 1732-6729 PY 2012 VL 27 IS 1 BP 161 EP 171 UT WOS:000311710500014 ER PT B AU Malyuga, E Ponomarenko, EV AF Malyuga, Elena Ponomarenko, Evgeniya V. BE Chova, LG Martinez, AL Torres, IC TI DISTANCE TEACHING ENGLISH FOR SPECIFIC PURPOSES SO 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) CT 5th International Conference of Education, Research and Innovation (ICERI) CY NOV 19-21, 2012 CL Madrid, SPAIN AB Today, influenced by development of global net and scientific-and-technological advance, pedagogy, as well as any other sciences, is changing being strongly drawn towards information-and-communication technologies as highly prospective modern teaching aids. The article is to analyze in what way the ICT development modifies the English for Specific Purposes (ESP) teaching under the present-day conditions. The full text of presentation will be illustrated with short videos with resource materials worked out by the authors especially for ESP distance course. The authors come to the conclusion that teachers' tasks at present are to intensify the process of mastering the foreign language through the application of state-of-the-art technologies, to facilitate each student's activity in the process of learning and provide opportunities for their academic independence and creativity. The use of modern teaching aids such as computer programs and Internet technologies as well as distance learning render aid in solving these tasks. CR [Anonymous], 2006, CONC OP ED SYST EST [Anonymous], 1995, STATE ED STANDARD HI Healey D., 2000, TESOL J, V9, P1 Khutorsky A. V., 1999, DISTANCE LEARNING TE Pennington M., 1989, SERIES COMPUTER ASSI, V1 Polat E., 1998, SOME CONCEPTUAL POIN Richards K., 1994, MODERN ENGLISH PUBLI TC 0 Z9 0 BN 978-84-616-0763-1 PY 2012 BP 4530 EP 4536 UT WOS:000318422204078 ER PT J AU Matos, JF Pedro, A Patrocnio, P AF Matos, Joao Filipe Pedro, Ana Patrocnio, Pedro BE Tso, TY TI FRAMING CHILDREN PRACTICES IN SCIENCE AND MATHEMATICS IN A FREE OPEN LEARNING SITE SO PROCEEDINGS OF THE 36TH CONFERENCE OF THE INTERNATIONAL GROUP FOR PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 4: OPPORTUNITIES TO LEARN IN MATHEMATICS EDUCATION SE PME Conference Proceedings CT 36th Annual Conference of the International-Group-for-Psychology-of-Mathematics-Education (PME 36) CY JUL 18-22, 2012 CL Taipei, TAIWAN HO Wesley Girls High Sch CR Engestrom Y., 2001, J ED WORK, V14, P133, DOI DOI 10.1080/13639080020028747 Lave J., 1991, SITUATED LEARNING LE TC 0 Z9 0 SN 0771-100X PY 2012 BP 304 EP 304 UT WOS:000343409200090 ER PT J AU McIntyre, S AF McIntyre, Simon BE Lam, P TI Exploring a Rhizomic Model for the Design and Dissemination of Professional Development in Online Teaching SO PROCEEDINGS OF THE 7TH INTERNATIONAL CONFERENCE ON ELEARNING CT 7th International Conference on eLearning CY JUN 21-22, 2012 CL Hong Kong, PEOPLES R CHINA HO Chinese Univ Hong Kong (CUHK) AB A rhizome is a horizontal system of roots that grows underground, comprising a series of nodes and connecting shoots that continues to expand and form new connections as it grows. The Internet, with its increasing number of servers and connections could be considered as an ever-expanding system that enables new types of rhizome-like connections between people, knowledge and communities to occur. These connections can often seem random, but those involved usually have an underlying, if not immediately obvious common interest or purpose. Web 2.0 tools and digital networks are becoming increasingly ubiquitous in many aspects of contemporary society, and are in many ways similar to the nodes of a rhizome - a place where connections may form. Yet understanding how to maximise the potential of being able to connect with a diverse range of individuals, professional entities and institutions via these mediums can be difficult. What is the purpose of such connectivity, and how can the design and implementation of professional development resources utilise the concept of a rhizome as an effective means to maximise the constructivist potential offered by the digital age? The Learning to Teach Online project http://bit.ly/d18ac5 is a free Open Educational Resource (OER), designed to offer educators proven advice from a wide range of colleagues in different institutions and disciplines, about the pedagogies, challenges and rewards of online teaching. Following its release in 2010 by COFA Online at The University of New South Wales, the spread of the resources around the world via Twitter, Facebook, blogs, institutional links and word of mouth far exceeded initial expectations. While the use of social media to promote the project was always considered from the outset, the extent of the spread within K-12, vocational, higher education and private consultancies, and the subsequent penetration of the resources into existing educational programs were not expected. In this respect, the dissemination of the Learning to Teach Online project mirrored the behaviour of a rhizome, being widely spread to seemingly disparate educational communities globally, in a manner that was neither precisely controlled nor predictable. This paper is a snapshot of ongoing research within the author's doctoral thesis, into the behaviour and significance of the ever-growing digital rhizome surrounding Learning to Teach Online. It begins to unravel how the design of the resource enabled social media to be used for rapid dissemination on a global scale. The paper also explores how, as a result of some members of existing academic communities connecting with the project's digital rhizome, the resources were able to benefit other teachers not familiar with online teaching or web 2.0 technologies. In these cases, the penetration of the rhizome into many different types of existing academic communities has enabled the transmission and acceptance of new ideas that have begun to positively effect perception and adoption of online teaching practices amongst their members. CR Bennett R., 2004, AUSTR COUNC U ART DE Bozarth J., 2009, ELEARN, DOI http://dl.acm.org/citation.cfm?id=1554609 Cleveland-Innes M., 2006, J DISTANCE ED, V21, P115 Coyne R, 2008, FUTURES, V40, P552, DOI 10.1016/j.futures.2007.11.003 Deleuze G., 1987, 1000 PLATEAUS CAPTAL Goodyear P, 2007, BRIT J EDUC STUD, V55, P351, DOI 10.1111/j.1467-8527.2007.00383.x Hannon J, 2008, AUSTRALAS J EDUC TEC, V24, P15 McIntyre S., 2009, 4 INT BLEND LEARN C, P295 McIntyre S., 2011, FINAL REPORT LEARNIN MCIntyre S., 2008, 3 INT C E LEARN 2008, P283 Pea R. D., 1993, DISTRIBUTED COGNITIO Shores C., 2009, DELEUZES GUATTARIS N Steinberg A., 2008, INFORM TECHNOLOGY EN Walker G., 2008, INT J E LEARNING, V7, P133 Warschauer M, 2003, TECHNOLOGY AND SOCIAL INCLUSION - RETHINKING THE DIGITAL DIVIDE, P1 TC 0 Z9 0 BN 978-1-908272-44-7 PY 2012 BP 492 EP 501 UT WOS:000308236800061 ER PT B AU Novakovich, J AF Novakovich, Jeanette BE Chova, LG Martinez, AL Torres, IC TI ASSESSING THE ECOLOGY OF A COURSE BLOG: IMPROVING LEARNING OUTCOMES THROUGH WEB-MEDIATED WRITING AND OPEN EDUCATIONAL PRACTICES SO 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) CT 5th International Conference of Education, Research and Innovation (ICERI) CY NOV 19-21, 2012 CL Madrid, SPAIN AB Two quasi-experimental studies were conducted to measure differences in learning outcomes between a traditional learning space, which included computer-assisted writing on paper and paper drafts, and a blended learning space, which employed a course blog and web-mediated writing practices. In the first study, two sections of university-level technical writing courses were given an authentic task to write an article for publication for an outside stakeholder to determine the differences in learning outcomes as measured by publication rates and grades. In a follow-up study, two sections of university-level composition writing courses were also given an authentic task to write essays for publication. Web-mediated writing was again compared to traditional computer-assisted writing to measure the differences in not only learning outcomes as measured by grades and acceptance scores for publication, but to also measure differences in draft workshop outcomes and the affordance of utilizing an open course website. The results of both studies suggest that utilizing an online social network in the form of a course blog positively impacted learning outcomes and that utilizing an open course websites provides both affordance and authenticity. CR Arslan RS, 2010, COMPUT ASSIST LANG L, V23, P183, DOI 10.1080/09588221.2010.486575 Bolstad T., 2011, TEACHING ENGLISH 2 Y, V38, P259 Bower Matt, 2010, Educational Media International, V47, DOI 10.1080/09523987.2010.518811 Chretien K, 2008, J GEN INTERN MED, V23, P2066, DOI 10.1007/s11606-008-0796-5 Fessakis G, 2008, EDUC TECHNOL SOC, V11, P199 Frye E. M., 2010, SOC STUD, V101, P46 Gallagher J, 2010, TEACHING ENGLISH 2 Y, V37, P286 Gielen S, 2010, LEARN INSTR, V20, P304, DOI 10.1016/j.learninstruc.2009.08.007 Kim HN, 2008, COMPUT EDUC, V51, P1342, DOI 10.1016/j.compedu.2007.12.005 Lee L, 2010, RECALL, V22, P212, DOI 10.1017/S095834401000008X Lin MH, 2011, BRIT J EDUC TECHNOL, V42, pE148, DOI 10.1111/j.1467-8535.2011.01225.x Lundstrom K, 2009, J SECOND LANG WRIT, V18, P30, DOI 10.1016/j.jslw.2008.06.002 Magnifico AM, 2010, EDUC PSYCHOL-US, V45, P167, DOI 10.1080/00461520.2010.493470 Manion C. E., 2012, TECHNICAL COMMUNICAT, V21, P25, DOI DOI 10.1080/10572252.2012.626756 Miyazoe T, 2010, SYSTEM, V38, P185, DOI 10.1016/j.system.2010.03.006 Paulson E., 2008, TEACHING ENGLISH 2 Y, V35, P398 Pearson F. A., 2010, TEACH SOCIOL, V38, P207 Prins FJ, 2006, ADV HEALTH SCI EDUC, V11, P289, DOI 10.1007/s10459-005-3250-z Reese-Durham N., 2005, J INSTRUCTIONAL PSYC, V32, P338 Shaffer D. W., 2006, MIND CULT ACT, V13, P283, DOI [10.1207/s15327884mca1304_2, DOI 10.1207/S15327884MCA1304_2] Sharma P., 2010, REFLECTIVE PRACTICE, V11, P127, DOI [10.1080/14623941003683201, DOI 10.1080/14623941003683201] Slavin RE, 1996, CONTEMP EDUC PSYCHOL, V21, P43, DOI 10.1006/ceps.1996.0004 Sluijsmans D. M. A., 2002, ASSESSMENT EVALUATIO, V27 Wang MJ, 2009, BRIT J EDUC TECHNOL, V40, P673, DOI 10.1111/j.1467-8535.2008.00846.x Warschauer M., 2007, ANNU REV APPL LINGUI, V27, P1, DOI [10.1017/S0267190508070013, DOI 10.1017/S0267190508070013] Woo Y., 2007, Internet and Higher Education, V10, DOI 10.1016/j.iheduc.2006.10.005 Zundert M., 2010, LEARN INSTR, DOI [10.1016/j.learninstruc.2009.08.004, DOI 10.1016/J.LEARNINSTRUC.2009.08.004] TC 0 Z9 0 BN 978-84-616-0763-1 PY 2012 BP 501 EP 508 UT WOS:000318422200071 ER PT J AU Palekanda, V Venkataraman, R AF Palekanda, Vindhya Venkataraman, Rajaram BE Chova, LG Martinez, AL Torres, IC TI TECHNOLOGY INNOVATIONS IN TEACHING AND LEARNING - AMALGAMATION OF TECHNOLOGY AND LEARNING SCIENCES HAS IMPROVED THE VALUE CREATION FOR THE LEARNER AND TEACHER SO 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) CT 5th International Conference of Education, Research and Innovation (ICERI) CY NOV 19-21, 2012 CL Madrid, SPAIN AB The learning environment has undergone a rapid change in the last decade. The traditional form of learning involving the pupil and teacher is fast becoming obsolete. Soon the idea of attending a college or even undergoing a structured format of learning may become a thing of the past. The advent of technology, the easy access to knowledge, the contribution from the field of psychology on the different dimensions of learning such as individual learning styles, the learning curve, the forgetting curve, the span of attention of a learner, the scope of competency development in various fields and in the 21st century skill sets requirements of a learner have brought about a paradigm shift in the education environs. Virtual tutors who allow a person to learn from multiple experts have replaced the teacher in the classroom. The mouse has taken over the chalk. Stakeholders in this domain, right from educators, employers, policy makers, parents and learners strongly believe and agree to the fact that technology has become an intrinsic part of today's learning. The key challenge in these changed circumstances is 'How can we innovate on Learning Value Creation' with technology and learning sciences? There are two major issues faced in the space of learning today. First issue faced by the learner is Information overload. With websites like Udemy [7] allowing uploading of various content / courses by Instructors / Tutors and the ability to construct a course in few hours, websites like khanacademy [5] offering thousands of video & audio based content on various subjects, the 21st century learner has a gamut of channels from where he/she is able to access knowledge. Today's adult learner needs to have the flexibility of asynchronous medium of learning to fit into his/her hectic schedule. He/she needs content that is engaging, relevant and specific to their field of interest. The second issue or challenge is customization. The rise in the emerging economies, the changing global demographics/redistribution of the global talent pool and the ubiquity of technology has opened a wider arena in the learning front. The global learner may be in any number, from any part of the world, with the same or different set of needs and aspirations and who is looking for an easy and effective medium of learning which meets their requirement. The bane here is personalization-how to cater to the diverse learning styles, learning needs and large groups. In this scenario, learning will have one objective-to enhance the effectiveness of the learning per se as well as cater to the needs of the learner so that the desired outcome is achieved. This requires a complete shift in the role of learning functions and their capability to design and deliver the content in the required manner. It will also reflect in the role an educator plays in the dissemination of knowledge. In short it is based on the ability of the learning function to create value for the learner. One of the key objectives of this endeavor will be to provide training interventions through platforms that add value through their offerings and show a demonstrable business value to the user. A key constituent to this entire scenario places the onus of learning on the content that is created or placed for the learners use. One such description of the first wave of learning experience has been by Carnegie Mellon who set out to design software for independent learners taking courses through the university's Open Learning Initiative [1], an effort to make courses freely available to non-enrolled learners. But rather than merely making course materials available to non-students, like MIT's famous Open Course ware project [2], Carnegie Mellon wanted to design courses that would respond to the individual needs of each student. The university is currently exploring how the open-learning software could be used in conjunction with classroom education to speed up the teaching and learning process. By combining the open-learning software with two weekly 50-minute class sessions in an intro-level statistics course, they found that they could get students to learn the same amount of material in half the time thereby vastly enhancing 'learning productivity'. CR MIT's, MITS OP COURS PROJ TC 0 Z9 0 BN 978-84-616-0763-1 PY 2012 BP 3416 EP 3423 UT WOS:000318422203073 ER PT J AU Perifanou, MA Attwell, G AF Perifanou, Maria A. Attwell, Graham BE Chova, LG Torres, IC Martinez, AL TI CONTINUING PROFESSIONAL TRAINING (CPT) OPPORTUNITIES IN SMES: INTRODUCING WEBQUEST 2.0 AND COLLABORATIVE BLENDED LEARNING MODEL (CBLM) SO EDULEARN12: 4TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 4th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 02-04, 2012 CL Barcelona, SPAIN AB This Global context of technology and, above all, the emergence of the information society, have facilitated access to information and knowledge. Wikis, podcasts, RSS feeds, social bookmarking, audio and video conferencing are some of the most popular means of communication and information in today's society and are being used to create richer learning environments. In fact this technological change has opened new learning opportunities in all sectors of education, including training and work place learning. Work organization and skill requirements constantly change and for that reason innovative pedagogical approaches are growing fast in order to support the need of Continuing Professional Training (CPT). More specifically, educational technology has been adopted for use in large enterprises, but research suggests there is little use of ICT for learning in Small and Medium Enterprises (SMEs) [1]. One reason for this may be the limited provision of CPT opportunities in SMEs. Yet SMEs are seen as critical for economic growth and the creation of employment and rapid technological change and changes in materials, ecological and quality requirements and changes in the organisation of work require the development and deployment of new competences. In this paper the authors will first present a powerful pedagogic approach, Webquests 2.0, that is the base of the Collaborative Blended Learning Model (CBLM). CBLM refers to "innovative Webquest 2.0 collaborative projects that take place less as face-to-face meetings but mostly online, supported by (a) synchronous Web 2.0 technologies combining at the same time collaborative learning with self paced learning" [2]. Webquest 2.0 activities take advantage of the possibilities that current Web 2.0 technologies offer and are based on a revised Webquest 2.0 framework created for educators and trainers. "A Webquest 2.0 is an inquiry-oriented activity that takes place in a Web 2.0-enhanced, social and interactive open learning environment, in which the learner can create his or her own learning paths choosing different tools and the on line resources needed for the completion of the Webquest 2.0" [2]. The CBL model and Webquests 2.0 projects were first developed and tried in a Language Learning context [2] but in our case they are adopted and piloted in another context, the CPT in SMEs. Through a European Commission funded Transfer of Innovation project, "Webquest for HRM", both CBLM and Webquests 2.0 projects are being piloted with SMEs in Poland, the UK and Sweden. The aim of the project is to train trainers to create and develop Webquests 2.0 and e-learning materials for training for Human Resource Management in Small and Medium Enterprises (SMEs). It also aims to raise awareness of the potential of technology for learning in face-to-face training sessions, through blended learning and through on-line learning, in order to establish a culture of innovation in the SMEs in which they work. The paper will also analyse the methodology adopted in the "Webquest for HRM" project. In conclusion, the authors will present a first evaluation of the project activities and will explore the success or otherwise of all initial hypotheses. CR [Anonymous], 2005, COM20050551 COMM COM [Anonymous], 2008, EUROPEAN E BUSINESS [Anonymous], HELP SMES WIN INF SO Attwell G., 2007, SEARCHING LURKING ZO Attwell G., 2003, CHALLENGE E LEARNING Attwell G., 2009, CREATING LEARNING SP, V9 Boreham N. C., 2002, WORK PROCESS KNOWLED Collin K., 2006, J WORKPLACE LEARNING, V18, P403, DOI 10.1108/13665620610692971 Edwards P., 2010, SKILLS SMALL FIRM RE Hart J., 2011, NEW WORKPLACE LEARNI Hogarth T., 2009, 47 EQ HUM RIGHTS COM Kraiger K, 2008, IND ORGAN PSYCHOL-US, V1, P454, DOI 10.1111/j.1754-9434.2008.00086.x Perifanou M., 2011, THESIS U ATHENS Perifanou Maria A, 2009, International Journal of Knowledge and Learning, V5, DOI 10.1504/IJKL.2009.031200 Schiavone F., 2009, INT J TECHNOENTREPRE, Vx Steed C., 2011, LIVE LEARNING IMPROV TC 0 Z9 0 SN 2340-1117 BN 978-84-695-3491-5 PY 2012 BP 2521 EP 2529 UT WOS:000326239302091 ER PT J AU Scanlon, E AF Scanlon, Eileen TI Open educational resources in support of science learning: tools for inquiry and observation SO DISTANCE EDUCATION AB This article focuses on the potential of free tools, particularly inquiry tools for influencing participation in twenty-first-century learning in science, as well as influencing the development of communities around tools. Two examples are presented: one on the development of an open source tool for structured inquiry learning that can bridge the formal/informal spaces for inquiry learning. This is contrasted with an example of the use of free tools and community development for observation of scientific phenomena supported by open educational resources (OER) with a citizen science perspective. The article provides an assessment of how the availability of the resources has a potential for shaping the communities using OER for science learning and a discussion of the means of supporting inquiry. CR Anastopoulou A., 2011, INT J SCI ED, V34, P251, DOI DOI 10.1080/09500693.2011.569958 Atkins D. E., 2007, REV OPEN ED RESOURCE Attewell J, 2004, LEARNING MOBILE DEVI, P3 Bonney R, 2009, BIOSCIENCE, V59, P977, DOI 10.1525/bio.2009.59.11.9 Borgman C. L., 2008, FOSTERING LEARNING N Buckingham Shum S., 2007, RES OPEN CONTENT ED Burbules N., 2006, LEARNING PLACES INFO, P273 Chalmers M., 2009, PRACTISING SCI COMMU, P67 Clow D., 2011, P 1 INT C LEARN AN K, P34 Conole G., 2004, ALT J RES LEARNING T, V12, P113, DOI DOI 10.1080/0968776042000216183 Conole G., 2012, LOOKING FUTURE TECHN, P1 Curtis V., 2011, NEW DEV COMMUNICATIO de Jong T, 2006, SCIENCE, V312, P532, DOI 10.1126/science.1127750 Dos Santos A., 2008, J INTERACTIVE MULTIM Dron J., 2007, P WORLD C E LEARN CO, P2460 Ehlers U. D., 2011, E LEARNING PAPERS, V23, P1 European Commission, 1995, TEACH LEARN LEARN SO Forstner K., 2011, P 6 OP KNOWL C OKCON Geser Guntram, 2007, OPEN ED PRACTICES RE Ghosh R. A., 2002, FREE LIBRE OPEN SO 4 Godwin S., 2008, ED MEDIA 2008 WORLD Irwin A, 2003, SCI SOCIAL THEORY PU Keselman A, 2003, J RES SCI TEACH, V40, P898, DOI 10.1002/tea.10115 Kozinska K., 2011, P 6 OP KNOWL C OKCON Kozinska K., 2010, P 3 INT C INN LEARN, P34 Lane A. B., 2011, BEST PRACTICE REPORT Lane A. B., 2008, OPENING ED COLLECTIV, P149 Lane Andy, 2008, 5 PAN COMM FOR OP LE Lewin Tamar, 2012, N Y TIMES, pA11 Littleton K, 2012, ORCHESTRATING INQUIRY LEARNING, P1 McAndrew P., 2010, EDUCAUSE Q, V33 McAndrew P., 2010, J INTERACTIVE MEDIA, V10, P1 Miller S, 2001, PUBLIC UNDERST SCI, V10, P115, DOI 10.1088/0963-6625/10/1/308 Mulholland P, 2012, IEEE T LEARN TECHNOL, V5, P157, DOI 10.1109/TLT.2011.32 Nivala T., 2002, LEADERSHIP EARLY CHI OECD, 2007, GIV KNOWL FREE EM OP OER Commons, 2007, OER COMM Open University, 2010, ISPOT PAND AW Park J., 2012, 500 MILLION AVAILABL Piedra N., 2009, P 2009 EUR C TEL INF Preece J., 2009, AIS T HUMAN COMPUTER, V1, P13 Reich J., 2011, OPEN ED RESOURCES EX Rotman D, 2012, P ACM 2012 C COMP SU, P217 Scanlon E., 2010, P 7 INT C NETW LEARN, P361 Scanlon E., 2012, P ICALT 2012 12 IEEE Scanlon E, 2012, ORCHESTRATING INQUIRY LEARNING, P7 Seale J., 2009, DIGITAL INCLUSION RE Selwyn N, 2001, EDUC POLICY, V15, P258, DOI 10.1177/0895904801015002002 Sharples M., 2012, PERSONAL INQUIRY ORC Silvertown J, 2009, TRENDS ECOL EVOL, V24, P467, DOI 10.1016/j.tree.2009.03.017 Silvertown J, 2010, NATURE, V467, P788, DOI 10.1038/467788b Silvertown J, 2011, PLOS ONE, V6, DOI 10.1371/journal.pone.0018927 UNESCO, 2002, UNESCO PROM NEW IN F Vogel Bahtijar, 2010, Proceedings of the 6th IEEE International Conference on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE 2010), DOI 10.1109/WMUTE.2010.41 Vogiazou Y., 2004, KMI0425 OP U Vollmer T., 2011, NEW FEDERAL ED FUND Weller M., 2011, DIGITAL SCHOLAR TECH Wenger E, 1998, COMMUNITIES PRACTICE Wichmann A., 2010, P 9 INT C LEARN SCI, P499 TC 0 Z9 0 SN 0158-7919 PY 2012 VL 33 IS 2 SI SI BP 221 EP 236 DI 10.1080/01587919.2012.692053 UT WOS:000306741000007 ER PT J AU Singh, S Singh, A Singh, K AF Singh, Shashi Singh, Ajay Singh, Kiran TI Motivation Levels among Traditional and Open Learning Undergraduate Students in India SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Motivation plays a crucial role in learning. Motivation energizes the behavior of the individual. It also directs the behavior towards specific goals. It helps students acquire knowledge, develop social qualities, increase initiation, persist in activities, improve performance, and develop a sense of discipline. This paper aims to compare the levels of motivation between students in the open education system (OES) and in the traditional education system (TES) in India. The study further investigates the motivation levels of male and female students in the two systems. An Academic Motivation Scale (AMS) was prepared and administered on the students of TES (n = 200) and OES (n = 151). Results show that there exist significant differences in the level of motivation between the students of TES and OES. The study concludes that it is the presence or absence of extrinsic motivation which is predominantly responsible for this difference. CR Aggarwal J.C., 2004, ESSENTIALS ED PSYCHO Anderson T., 2006, PERSPECTIVES FUTURE, P77 Atman K., 1988, AM DISTANCE J ED, V2 Banerjee T., 1986, 3 SURVEY RES ED Beck R.C., 2005, MOTIVATION THEORIES Bhattacharya S., 2000, 5 SURVEY RES ED, V1, P1572 BOLOCOFSKY DN, 1980, J EDUC RES, V73, P213 Daft R. L., 1977, MANAGEMENT ENTWISTLE NJ, 1968, BRIT J EDUC PSYCHOL, V38, P181 Fozdar B., 2006, INT REV RES OPEN DIS, V7 Frymier J.R., 1975, J ED RES, V69 Garrett H.E., 1981, STAT PSYCHOL ED Gautam R., 2000, 5 SURVEY RES ED, P1573 Gibson C. C., 1996, AM J DISTANCE ED, V10 Hartnett M. A, 2011, INT REV RES OPEN DIS, V12 Hussain M.Q., 1986, 3 SURVEY RES ED, P667 Indradevi V., 1991, 4 SURVEY RES ED, V1, P944 Karsenti T., 1999, STUDENT MOTIVATION D Kawachi P., 2006, GLOBALISATION ED OPE, P197 Khan N., 2000, 5 SURVEY RES ED, V1, P532 McClelland, 1953, ACHIEVEMENT MOTIVE McIntosh N. E., 1978, INT COUNCIL CORRES E, V2 Miller D. C., 1977, HDB RES DESIGN SOCIA Muilenburg L. Y., 2005, DISTANCE EDUC, V26, P29, DOI DOI 10.1080/01587910500081269 Nagalakshmi B., 1986, 3 SURVEY RES ED, P382 Paulsen M. F., 1993, DEOSNEWS, V3 Pierrakeas C., 2004, INT REV RES OPEN DIS, V5 Rovai A. P., 2007, INT J E LEARNING, V6, P413 Salunke R.B., 1986, 3 SURVEY RES ED, P685 Satyanandam B. D., 1986, 3 SURVEY RES ED, P686 Schifter C., 2000, EVALUATING STUDENTS Shroff R. H., 2008, J INFORM SYSTEMS ED, V19, P111 Siddiqui B. B., 1986, 3 SURVEY RES ED, P690 Singh S., 1991, 4 SURVEY RES ED, V1, P856 Tiwari G.N., 1991, 4 SURVEY RES ED, V1, P862 Tseng V., 1998, ACAD MOTIVATION ACHI Waniewicz G., 1986, ICDE C Wighting M.J., 2008, Q REV DISTANCE ED, V9, P285 Yeung N. T. Y., 2001, AARE U NOTR DAM FREM TC 0 Z9 0 SN 1492-3831 PY 2012 VL 13 IS 3 BP 19 EP 40 UT WOS:000307221300003 ER PT J AU Stapleton, S Beggan, A AF Stapleton, S. Beggan, A. BE Chova, LG Martinez, AL Torres, IC TI PROMOTING ACADEMIC RESOURCES IN SOCIETY (PARIS) - OPENING UP ACCESS TO LEARNING RESOURCES FOR CARE PROVIDERS OF CHILDREN WITH COCHLEAR IMPLANTS SO INTED2012: INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings CT 6th International Conference of Technology, Education and Development (INTED) CY MAR 05-07, 2012 CL Valencia, SPAIN TC 0 Z9 0 SN 2340-1079 BN 978-84-615-5563-5 PY 2012 BP 756 EP 756 UT WOS:000326396400101 ER PT J AU Taylor, M Windle, R Wharrad, H AF Taylor, M. Windle, R. Wharrad, H. BE Chova, LG Martinez, AL Torres, IC TI ADAPTATION, SUBVERSION AND AGGREGATION. A DAY IN THE LIFE OF AN OER SO INTED2012: INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings CT 6th International Conference of Technology, Education and Development (INTED) CY MAR 05-07, 2012 CL Valencia, SPAIN TC 0 Z9 0 SN 2340-1079 BN 978-84-615-5563-5 PY 2012 BP 3447 EP 3447 UT WOS:000326396403066 ER PT J AU Traina, I Ferrari, L Camilleri, AF AF Traina, Ivan Ferrari, Luca Camilleri, Anthony F. BE Chova, LG Torres, IC Martinez, AL TI PROMOTING MUTUAL EXCHANGE OF OPEN EDUCATIONAL RESOURCES IN HIGHER EDUCATION: THE OERTEST PROJECT SO EDULEARN12: 4TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 4th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 02-04, 2012 CL Barcelona, SPAIN AB This paper refers to the Open Educational Resources (abbreviated as OER) as materials used to support education that may be freely accessed, reused, modified and shared by anyone. In this paper the objective is to answer the following question: how to develop a culture of sharing amongst teaching community in Higher Education? In order to answer to the above issue and promote the mutual and cultural exchange of OER, this article presents three main activities (currently on going) developed in the framework of the OERTest project: 1) Elaboration of a Quality criteria to assess OER 2) Definition of possible Learning models for developing OER 3) Development of an OER repository CR Butcher N., 2011, BASIC GUIDE OPEN ED EHLERS U.D., 2006, HDB QUALITY STANDARD, DOI [10.1007/3-540-32788-6_1, DOI 10.1007/3-540-32788-6_1] Guerra L., 2008, KNOWLEDGE CONSTRUCTI Plotkin H., 2010, FREE LEARN OPEN ED R UN General Assembly, 1948, UN DECL HUM RIGHTS, V217 A UNESCO, 2012, WORLD OP ED IN PRESS Uvalic-Trumbic S., 2007, EUR ASS DIST TEACH U TC 0 Z9 0 SN 2340-1117 BN 978-84-695-3491-5 PY 2012 BP 6405 EP 6411 UT WOS:000326239306058 ER PT J AU Truyen, F Van Petegem, W Verbeken, S AF Truyen, Frederik Van Petegem, Wim Verbeken, Stephanie BE Chova, LG Martinez, AL Torres, IC TI OPENCOURSEWARE KU LEUVEN SO 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) CT 5th International Conference of Education, Research and Innovation (ICERI) CY NOV 19-21, 2012 CL Madrid, SPAIN AB Our paper focuses on the (future) use of OpenCourseWare at KU Leuven, currently an educational project that aims to outline the implementation of OpenCourseware at the KU Leuven, Belgium. KU Leuven will setup an Open Course portfolio. To this end five courses, currently taught at university as regular courses, were chosen as pilots. They have been selected amongst more than 8000 existing Blackboard courses, each for their own characteristics when it comes to didactics, content, and especially their target groups. They will be converted to fully functional Open Courses. In our view, not only the content (presented to its users under the form of weblectures, texts, auto corrective exercises, self tests, etc...) but also the learning process has to be represented in an open course. Especially the use of study guides will receive attention in this paper. The final goal of our project is to embed OpenCourseware structurally in KU Leuven. TC 0 Z9 0 BN 978-84-616-0763-1 PY 2012 BP 4278 EP 4281 UT WOS:000318422204043 ER PT B AU Virtic, MP AF Virtic, Mateja Ploj BE Capay, M Mesarosova, M Palmarova, V TI The Role of Internet in Education SO DIVAI 2012: 9TH INTERNATIONAL SCIENTIFIC CONFERENCE ON DISTANCE LEARNING IN APPLIED INFORMATICS: CONFERENCE PROCEEDINGS CT 9th International Scientific Conference on Distance Learning in Applied Informatics CY MAY 02-04, 2012 CL Sturovo, SLOVAKIA AB The rapid changing of life requires a support for continuous learning and ongoing creation of new ideas and skills. The life-long education is becoming a necessity in tomorrow's world. Thanks to Internet, the education process changed significantly in last two decades. E-learning becomes important source of knowledge for lifelong learners, as well as full-time students. The paper presents different definitions of e-learning, which are changing by development of technologies through the years. Although learning resources are often considered as key intellectual property in a competitive higher education world, more and more institutions and individuals are sharing their digital learning resources over the Internet openly and for free, as Open Educational Resources (OER). The concept of using the educational resources has changed significantly in last decade. The development led from free content that one can individually teach himself, to social learning, where users have the possibility of mutual communication and exchange of opinions. Linking databases of resources, which will allow the user to use the information adapted to his previous knowledge, is expected in the near future. The paper touches also the quality of educational materials and the problem which appears because a lot of the materials are pedagogically inadequately prepared. There are also several good practices of OER, ideas and existing initiatives presented. CR Adler R. P., 2008, EDUCAUSE REV, V43, P16 Cazan AM, 2011, ELEARN SOFTW EDUC, P398 Chang YC, 2009, COMPUT EDUC, V53, P273, DOI 10.1016/j.compedu.2009.02.008 Cross J., 2003, INFORMAL LEARNING OT Daniel S. J., 1996, MEGA U KNOWLEDGE MED Dichev C., 2012, P SIGCSE 2012 43 ACM Florjancic J., 2005, PERS MANAGE, P135 GEINARE Patricia F, 2009, RECENT TRENDS LIFELO, VV, P73 Gesser G., 2007, OPEN ED PRACTICES RE Hylen J., 2007, GIVING KNOWLEDGE FRE Johansen J, 2011, ETR&D-EDUC TECH RES, V59, P369, DOI 10.1007/s11423-010-9160-7 Klebl M, 2010, BRIT J EDUC TECHNOL, V41, P936, DOI 10.1111/j.1467-8535.2010.01134.x Lane A, 2010, BRIT J EDUC TECHNOL, V41, P952, DOI 10.1111/j.1467-8535.2010.01119.x Light Richard, 2001, MAKING MOST COLL STU Masie E., 2008, ASTD HDB WORKPLACE L, P377 Muramatsu B., 2011, TRANSFORMING OPENCOU Nicholson P, 2007, Computers and Education: E-Learning, From Theory to Practice, P1, DOI 10.1007/978-1-4020-4914-9_1 O'Reilly T., 2009, WEB SQUARED WEB 2 0 Ossiannilsson E, 2012, J COMPUT ASSIST LEAR, V28, P42, DOI [10.1111/J.1365-2729.2011.00439.x, 10.1111/j.1365-2729.2011.00439.x] Rosenberg M., 2001, E LEARNING STRATEGIE Siemens G., 2004, CATEGORIES E LEARNIN Wang HC, 2011, COMPUT EDUC, V57, P1790, DOI 10.1016/j.compedu.2011.03.009 Wang Q, 2011, 2011 INTERNATIONAL CONFERENCE ON ECONOMIC, EDUCATION AND MANAGEMENT (ICEEM2011), VOL II, P83 Wirt J., 2004, 2004077 NCES TC 0 Z9 0 BN 978-80-558-0092-9 PY 2012 BP 243 EP 249 UT WOS:000312968600025 ER PT J AU Windle, R Wharrad, H Laverty, H AF Windle, R. Wharrad, H. Laverty, H. BE Chova, LG Martinez, AL Torres, IC TI EVALUATION OF THE BENEFITS AND CHALLENGES OF OPEN EDUCATIONAL RESOURCE CREATION AND REUSE SO INTED2012: INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings CT 6th International Conference of Technology, Education and Development (INTED) CY MAR 05-07, 2012 CL Valencia, SPAIN TC 0 Z9 0 SN 2340-1079 BN 978-84-615-5563-5 PY 2012 BP 3429 EP 3429 UT WOS:000326396403061 ER PT J AU Beggan, A Stapleton, S AF Beggan, Andy Stapleton, Steve BE Chova, LG Torres, IC Martinez, AL TI GETTING SWITCHED ON! OPEN NOTTINGHAM, REMOVING THE BARRIERS FOR RE-USE AND SHARING SO INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE CT 5th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2011 CL Valencia, SPAIN AB In implementing the Open Nottingham programme, the University of Nottingham has strategically embraced the OpenCourseWare (OCW) agenda. With benefits such as efficiency savings, promotional opportunities and enhancing the student experience, Open Nottingham is designed to foster increased use, reuse and publication of open educational resources (OER) by staff and students across the university and beyond. Open Nottingham has senior sponsorship and long-term sustainability is a key consideration in all developments. It is an established part of the University's Five Year Strategy, supporting a number of the institution's published objectives. For example, the expansion of the institutional repository 'U-Now' is listed as a goal under the Social Responsibility objective and providing access to a rich supply of resources has direct impact on student satisfaction through the Excellence in Education objective. Of the many initiatives operating under the Open Nottingham umbrella, some make use of formal Creative Commons licensing, whilst others adopt a less formal, but equally open philosophy. TC 0 Z9 0 BN 978-84-614-7423-3 PY 2011 BP 322 EP 327 UT WOS:000326447700044 ER PT J AU Borromeo, E Elen, J Verschaffel, L AF Borromeo, E. Elen, J. Verschaffel, L. BE Chova, LG Belenguer, DM Martinez, AL TI RELATIONSHIPS BETWEEN MATHEMATICS TEACHERS' ACCEPTANCE OF COMPUTER SUPPORTED-OPEN LEARNING ENVIRONMENTS AND THEIR BELIEFS: A SURVEY STUDY IN ITALIAN LOWER SECONDARY SCHOOLS SO EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 3rd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2011 CL Barcelona, SPAIN AB In the context of education in general, and mathematics education in particular, many researchers, policy makers, and instructional designers have made a plea for the creation of open learning environments as a solution for various problems with traditional (mathematics) education and as a mean to support student learning. As a matter of fact, the efficiency of instructional methods is not universal but depends on the interaction between desired outcomes, learner characteristics and instructional conditions. Open learning environments (OLEs) can contribute to meet especially higher-order goals such as mathematical problem solving and self-regulated learning of (mathematics) education, although their effectiveness depends on several crucial factors. This survey study examines mathematics teachers' acceptance of the notion of computer supported-OLE (CS-OLE) and its relationships with teachers' beliefs on the nature of mathematics, mathematics teaching, and technology as a mathematics teaching tool. Participants were teachers from 36 Italian first degree secondary schools. Data about teachers' beliefs and their acceptance of CS-OLE were collected through a Likert-scale based questionnaire. The reliability of the scales to measure beliefs was studied and the subsequent factor analyses resulted in some new scales. Since multiple factors were interrelated, multivariate analyses of variance were executed with teachers' acceptance of CS-OLEs as independent variable. Empirical evidence was found supporting some of the hypothesized relationships among mathematics teachers' acceptance of the notion of CS-OLE and their beliefs on the nature of mathematics, mathematics teaching, and technology as a mathematics teaching tool. Some of the results were expected, some were unexpected. These findings may help to solve some serious actual difficulties with respect to mathematics education in Italy, mainly concerning students' handling of mathematical problem solving (e.g. through improving pre-service and in-service teacher education). CR Andrews P., 1999, BRIT EDUC RES J, V25, P203, DOI 10.1080/0141192990250205 Assude T., 2007, EUROPEAN RES MATH ED, P1339 Balacheff N., 1996, INT HDB MATH ED, P469 Beane J. A., 2001, HDB RES TEACHING, P1157 BRIGGS SR, 1986, J PERS, V54, P106, DOI 10.1111/j.1467-6494.1986.tb00391.x Brown J. D., 2008, SHIKEN JALT TESTING, V12, P38 Bunt A., 2001, AIED 2001, P365 Clarebout G., 2005, THESIS KATHOLIEKE U Cohen J, 1988, STAT POWER ANAL BEHA CORDIS [Servizio di informazione comunitario in materia di ricerca e sviluppo per la scienza], 2007, RIF ISTR PROM COMP E CORTINA JM, 1993, J APPL PSYCHOL, V78, P98, DOI 10.1037//0021-9010.78.1.98 DAVIS FD, 1989, MIS QUART, V13, P319, DOI 10.2307/249008 De Corte E, 2004, EUR J PSYCHOL EDUC, V19, P365 Depaepe F., 2007, INT J EDUC RES, V46, P266, DOI 10.1016/j.ijer.2007.10.008 Ernest P., 1988, P 12 INT C PSYCH MAT, P288 Ernest P., 1989, MATH TEACHING STATE Ernest P., 2004, P 10 INT C MATH ED Field A, 2009, DISCOVERING STAT USI, V3rd Gaten T., 2000, KRUSKAL WALLIS NONPA Golafshani N., 2002, PHILOS MATH ED J, V15 Gruppo Interministeriale, 2007, QUAD BIANC SCUOL Halverscheid S, 2007, PME CONFERENCE PROCE, P281 Hannafin M. J., 1994, Educational Technology, V34 Hannafin M. J., 1999, INSTRUCTIONAL DESIGN, V2, P115 Hannafin M.J., 1996, 14 INSTR TECHN FOR Hennessy S, 2005, J CURRICULUM STUD, V37, P155, DOI 10.1080/0022027032000276961 Hermans R, 2008, COMPUT EDUC, V51, P1499, DOI 10.1016/j.compedu.2008.02.001 Hill JR, 1997, ETR&D-EDUC TECH RES, V45, P37, DOI 10.1007/BF02299682 Ho R, 2006, HDB UNIVARIATE MULTI INVALSI, 2010, 1 RIS PISA 2009 JACOBSON MJ, 1995, J EDUC COMPUT RES, V12, P301 Jonassen D., 1999, INSTRUCTIONAL DESIGN, VII, P215 Kaiser G, 2006, NEW ICMI STUD SER, V9, P319 Lerman S., 1990, BRIT EDUC RES J, V16, P53, DOI 10.1080/0141192900160105 Marincola R, 2008, ALCUNE PROVE INDAGIN Mayer RE, 2004, AM PSYCHOL, V59, P14, DOI 10.1037/0003-066X.63.8.760 Mayers C., 1994, CHALLENGES MATHS ED, P419 MIUR, 2009, VERS SCUOL MIGL OPP Noss R., 1996, WINDOWS MATH MEANING Noyes A., 2004, P 28 C INT GROUP PSY, V3, P441 PAJARES MF, 1992, REV EDUC RES, V62, P307, DOI 10.3102/00346543062003307 Pallant J., 2005, SPSS SURVIVAL MANUAL Papert S., 1980, MINDSTORMS CHILDREN Passmore C, 2002, FAM MED, V34, P281 Pepin B., 1999, TNTEE PUBLICATIONS, V2, P127 Philipp R., 2007, 2 HDB RES MATH TEACH, V1, P257 Reigeluth C.M., 1999, INSTRUCTIONAL DESIGN, V2, P115 Ruthven K., 2002, EDUC STUD MATH, V49, P47, DOI DOI 10.1023/A:1016052130572 Salomon G., 2006, INSTRUCTIONAL PSYCHO, P209 Stigler J. W., 1999, TEACHING GAP BEST ID Stols G., 2007, PYTHAGORAS, V65, P10 Teo T, 2009, COMPUT EDUC, V52, P302, DOI 10.1016/j.compedu.2008.08.006 THOMPSON A., 1992, HDB RES MATH TEACHIN Von Glasersfeld E., 1990, CONSTRUCTIVIST VIEWS, P19 Yu H., 2009, RES MATH ED, V11, P83 Yu H., 2008, P BRIT SOC RES LEARN, V28, P121 TC 0 Z9 0 SN 2340-1117 BN 978-84-615-0441-1 PY 2011 BP 262 EP 271 UT WOS:000326292900041 ER PT J AU Clements, K Gras-Velazquez, A Pawlowski, J AF Clements, K. Gras-Velazquez, A. Pawlowski, J. BE Chova, LG Torres, IC Martinez, AL TI LEARNING OBJECT REPOSITORIES CHALLENGING GOOGLE - THE USERS' POINT OF VIEW SO INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE CT 5th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2011 CL Valencia, SPAIN AB Open Educational Resources (OER) are most commonly accessible through Learning Object Repositories (LORs) or databases allowing users to search by the metadata records (e. g., information on contents, target group, legal aspects) attached to the resources. Many LORs are currently not being used for their full potential. This paper examines how repositories can be used beneficially for teachers to find resources for their lessons in comparison to efficient search engines like Google. In our study, we analyze how teachers-the key target group of users-search for OER by using the search engine Google as well as using Learning Resource Exchange (LRE), an LOR with a considerable collection of OER. Based on a experiments along with a quantitative empirical study, we survey which searching features seem to help teachers in locating relevant resources for their lessons. Based on our findings, we derive recommendations for searching OER as well as setting up Learning Object Repositories which would serve the users and therefore generate more re-use of the existing OER. CR [Anonymous], 2003, BBC NEWS Attwell G., 2005, P 1 INT C OP SOURC S Bawden D., 2005, AS P NEW INF PERSP, V57 Bell S., 2004, CHRONICLE HIGHER ED, V50 Caufield J., 2005, DID GOOGLE GET ITS V Currier S., 2003, COMMUNITIES PRACTICE Davis H., 2010, IEEE T LEARNING TECH, V3 Downes S., 2001, INT REV RES OPEN DIS, V2 Duval E., 2009, IEEE T LEARNING TECH, V2 Giles C., 1998, SCIENCE, V280 Gras-Velazquez A., 2010, D 6 5 FINAL REPORT E Herring Mark Y., 2001, AM LIB APR, P76 IEEE Learning Technology Standards Committee, 2002, IEEE STAND LEARN OBJ JACSO P, 2005, ONLINE INFORM REV, V29 Massart D., 2007, 15 INT C COMP ED ICC, V1, P170 Massart D., 2009, D 1 2 1 ASPECT 1 PRO McGreal R., 2004, INT J INSTRUCTIONAL, V1, P9 Mohan P., P 2005 INF SCI IT ED Mohan P., 2005, P INF SCI IT ED JOIN Nesbit J., 2002, CANADIAN J LEARNING, V28 Pawlowski J., 2010, TECHNOLOGY INSTRUCTI, V7 Quint B., 2002, SEARCHER, V10, P6 Retalis S., 2005, USABLE INTEROPERABLE Rose D., 2004, P 13 INT C WORLD WID Ternier S., 2008, D LIB MAGAZINE, V14 Tzikopoulos A., 2007, LEARNING OBJECTS INS Wiley D. A., 2000, CONNECTING LEARNING Yen N., 2010, IEEE T LEARNING TECH, V3 TC 0 Z9 0 BN 978-84-614-7423-3 PY 2011 BP 627 EP 635 UT WOS:000326447700087 ER PT J AU Cutillas, IC Tortajada, PE Monfort, JH AF Cordero Cutillas, I. Escribano Tortajada, P. Huguet Monfort, J. BE Chova, LG Torres, IC Martinez, AL TI THE INCIDENCE OF OPEN LEARNING MATERIALS IN LEGAL EDUCATION AND ITS IMPACT ON THE EUROPEAN HIGHER EDUCATION AREA SO INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE CT 5th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2011 CL Valencia, SPAIN AB The teaching materials are an Essentials tool for both students and faculty. However, at present the manuals, which are the best way to facilitate learning and teaching for teachers, are not fully adapted to the requirements of the Degree (although, increasingly, teachers are more aware of the situation and they are adapting the manuals for the new educational process). On the other hand, Law is not a "universal" branch such as Mathematics, Biology or Physics, so that every state has some distinct features. Merely as illustrative data, we must say that there are two major systems: Civil Law and Common Law, and even in countries that have the same system, between them there are significant differences. To this must be added that in many Spanish Universities do not study comparative Law that is essential to gain a solid legal basis. We consider that due to the nature and meaning of the European Higher Education Area, such as globalization and the free movement of students between countries, is essential that students possess a minimum knowledge of Comparative Law, and hence the importance of fostering a University society based on free knowledge, where teachers of all States openly publish teaching materials used in their countries, while respecting the legal requirements. This materials carries benefits not only for the students, since they will possess a major knowledge and a major legal base; but also for the professorship since it will allow the elaboration and development of a more complete and suitable materials for the complete training of the student of Law. While it is true that such material does not imply a direct relationship with the University or the professor who made these, it is true that there are support materials suitable for the formation of the future lawyer. The aim of this paper is, therefore, to determine what are the benefits and drawbacks, and the obstacles they can find in free legal materials, and to propose solutions to these obstacles, to make free knowledge society a solid reality. CR Marin Gloria M., ANUARIO FACULTADE DE, P497 Mestre Perez Rosanna, 2009, REV INNOVACIO ED, P10 Mestre Perez Rosanna, 2009, REV INNOVACIO ED Pernias Peco P., 2007, REV U SOC CONOCIMIEN, V4 Vijay Kumar M. S., 2007, OPENING ED COLLECTIV TC 0 Z9 0 BN 978-84-614-7423-3 PY 2011 BP 333 EP 337 UT WOS:000326447700046 ER PT B AU Davies, C AF Davies, Christine BE Greener, S Rospigliosi, A TI Changing Academics, Changing Curriculum: How Technology Enhanced Curriculum Design can Deliver Strategic Change SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch AB This paper describes a case study resulting from a JISC Building Capacity Project at the University of Glamorgan. The case study indicates that curriculum design can be used a vehicle to engage staff with technology for learning and teaching, and provide the means to initiate sustainable staff development. At the start of the project, a research survey revealed that whilst academic staff were reasonably proficient in the use of the institutional VLE, they were unaware of many of the tools and resources that could be useful within their subject disciplines. Some staff identified training needs, and indicated a preference for one-to-one support over group training. The survey also revealed evidence that some staff clear use technology in innovative and effective ways within their courses. In response to the research data the project team took a three-pronged approach to building the capacity of academic staff to use technology in their learning and teaching in a sustainable way: Remove the barrier of lack of awareness of useful technologies - this was undertaken through in-faculty drop-in sessions to demonstrate hardware and software and answer queries; and seminars and blogs to provide more detail of the ways in which the vast range of available technologies could fit into subject teaching and research activity Encourage staff already competent in using technology - by organizing regular 'self-help' groups to allow sharing of new ideas and good practice Reach staff with limited engagement with technology - by arranging one-to-one interviews using appreciative inquiry approaches to explore their subject learning and teaching traditions and identify the ways in which technology enabled tools and resources could be integrated Emphasis was placed on the curriculum rather than on the technology. Tools and resources - particularly Open Educational Resources (OER) - were discussed in the context of improved curriculum design and established tangible benefits (JISC Infonet, 2008). Learner benefits were also a focus, with emphasis on the key role of the tutor in guiding learners towards the effective use of technology in their learning (JISC, 2009). This case reveals that an institutional approach to curriculum design can be implemented through sustainable approaches at subject level. Thus a top down mandate for change can be implemented through a bottom-up engagement with practitioners in the language and approaches of their own discipline. Such an approach moves from central support into the common practice with departmental and course team debate. CR Apple, 2011, ITUNESU Butler D., 2002, EDUCAUSE Q, V2, P22 Conole G., 2006, MASS HIGHER ED BUILD, P81 Cooperider DL, 2008, ESSENTIALS APPRECIAT Garrison R., 2004, INTERNET HIGH EDUC, V7, P95, DOI DOI 10.1016/J.IHEDUC.2004.02.001 JISC, 2009, U GLAM SMOOTH REC EF JISC, 2009, MAN CURR CHANG JISC, 2009, RESP LEARN JISC Infonet, 2008, EXPL TANG BEN E LEAR JISC Infonet, 2006, CHANG MAN INF Laurillard D., 2002, RETHINKING U TEACHIN Mainka C, 2007, BR J ED TECH, V38, pp138 Open University, 2011, OP LEANINGSPACE Rogers E. M., 1962, DIFFUSION INNOVATION University of Glamorgan, 2006, LEARN TEACH ASS STRA University of Glamorgan, 2011, GWELLA PROJ ENH LEAR Wenger E, 2011, DIGITAL HABITATS STE TC 0 Z9 0 BN 978-1-908272-22-5 PY 2011 BP 152 EP 155 UT WOS:000300244000019 ER PT J AU Deimann, M van Dorp, CA Pollini, A AF Deimann, Markus van Dorp, Cornelis Adrianus (Kees-Jan) Pollini, Alessandro BE Chova, LG Belenguer, DM Martinez, AL TI THE PERVADING NOTION OF OER AS A NETWORKED CONCEPT TO FACILITATE COOPERATION AND TEAM-BASED DEVELOPMENT SO EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 3rd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2011 CL Barcelona, SPAIN AB In this paper, OER is judged on its merits to improve processes of team-based cooperation. By hand of review of the concept of OER and a careful analysis of OER affordances, we investigate where OER might be used in an instrumental way to improve cooperation. A theoretic reconstitution is made as to how we may represent the different processes of team-based cooperation, and how found OER affordances can connect to certain strengths and weaknesses in order to catalyse team success. For instance, it has been stated that modern ICT can enhance the efficiency of team work (e.g., a local-based team use video conferencing with an international expert and thus reduce costs). However, international teams often are exposed to different cultural backgrounds which can inhibit team success. In this case, it is important for each member to clearly states his/her "way of doing things". The impact of ICT on team-based development in general can be enlarged even more by integrating the concept of OER. This may well function as a driver for international cooperation and enable smoother assembly of teams, whereas under previous conditions this would be unthinkable. We will review front running European OER initiatives and case studies to exemplify the catalytic impact. In addition to that, expert interviews with leading representatives of the field are carried out to obtain an in-depth insight into barriers and potentials of OER. Special importance goes out to factors that can enable win-win-situations among academic institutions or that can foster critical engagement of teams with OER. CR Butcher N., 2010, OPEN ED RESOURCES HI Deimann M., 2010, Z E LEARNING, V5, P7 Fetter Sibren, 2010, International Journal of Learning Technology, V5, DOI 10.1504/IJLT.2010.038774 Geser Guntram, 2007, OPEN ED PRACTICES RE Herbert T., 2010, OPEN ED RESOURCES CO Hoegl M, 2001, ORGAN SCI, V12, P435, DOI 10.1287/orsc.12.4.435.10635 Hylen J, 2006, OPEN ED RESOURCES OP Katzenbach J., 2008, DISCIPLINE TEAMS Knight J., 1995, STRATEGIES INT HIGHE, P5 Lesser E. L., 2000, KNOWLEDGE SOCIAL CAP Meuser M., 1989, EXPERTENINTERVIEWS V Opal, 2011, OER SHIFT FOC OP ED Qiang Z., 2003, POLICY FUTURES ED, V1, P248, DOI 10.2304/pfie.2003.1.2.5 Schaffert S, 2010, CHANGING CULTURES IN HIGHER EDUCATION: MOVING AHEAD TO FUTURE LEARNING, P119, DOI 10.1007/978-3-642-03582-1_11 Smith K., 1997, EUROPEAN MANAGEMENT, V15, P8, DOI 10.1016/S0263-2373(96)00069-2 TUCKMAN BW, 1965, PSYCHOL BULL, V63, P384, DOI 10.1037/h0022100 van Marle J, 2011, OER SHIFT FOC OP ED Wiley D., 2009, DEFINING OPEN OPEN C Wilson Gordon, 2011, International Journal of Technology Enhanced Learning, V3, DOI 10.1504/IJTEL.2011.039396 TC 0 Z9 0 SN 2340-1117 BN 978-84-615-0441-1 PY 2011 BP 386 EP 394 UT WOS:000326292900060 ER PT J AU Espinosa, Y Llorens, L Figueroa, C Sepulveda, J Martinez, F Perezchica, E AF Espinosa, Yessica Llorens, Luis Figueroa, Claudia Sepulveda, Jesuan Martinez, Felix Perezchica, Eduardo BE Chova, LG Belenguer, DM Martinez, AL TI MASSIVE APPLICATION OF ONLINE ASSESSMENTS SO EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 3rd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2011 CL Barcelona, SPAIN AB The Universidad Autonoma de Baja California (UABC) has identified the need for implementation of digital systems for the application of collective exams, their distribution and processing. The Open Education Center (OEC) is the venue within UABC that provides a comprehensive support and gives technology solutions to the learning processes of the Academic Units (AU). For this reason, OEC is responsible for identifying, evaluating and implementing programs, platforms and systems for the educational community service. In late 2005, Questionmark software was acquired with the aim of providing support to the processes of collective surveys and evaluations through Internet. This resource has proven to be useful to solve the problems that are commonly encountered during the application of paper-based exams, such as the expenditure invested for the provision of materials like paper and ink, the accumulation and generation of waste by leftover paper, the likelihood of human errors, the amount of invested time and the number of professors that need to be involved in the complete process of an evaluation. Furthermore, OEC, through the administration of the software application, has solved these challenges by providing an added value and bringing the possibility to save data in a digital format that can be used to generate statistical reports with different variables. This paper presents the details of the work that has been achieved in collaboration with the academic units, the challenges encountered and further recommendations that could be considered when performing similar work. CR Questionmark, 2010, QUEST SEC Universidad Autonoma de Baja California, 2007, I DEV PLAN 2007 2010 Universidad Autonoma de Baja California, 2003, I DEV PLAN 2003 2006 Universidad Autonoma de Baja California, 2006, AC CREAC CTR ED AB TC 0 Z9 0 SN 2340-1117 BN 978-84-615-0441-1 PY 2011 BP 5131 EP 5137 UT WOS:000326292905026 ER PT B AU Esposito, A AF Esposito, Antonella BE Greener, S Rospigliosi, A TI Researching in the Open: How a Networked Learning Instance can Challenge Ethical Decision-Making SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch AB This paper focuses on ethics issues implied in a prospective virtual ethnography study aiming to gain insights on participants' experience in an emergent context of networked learning, namely a MOOC - Massive Online Open Course. A MOOC is a popular type of online open course, that provides free content and expertise to anyone in the world who wishes to enroll. This kind of informal lifelong learning initiative is enabled by a network-based pedagogy and is enacted in a distributed technology-mediated learning environment. The purpose of this article is to explore competing views on ethical decision-making when researching in such a globalized, online and open learning setting. Considering the challenges of this new elearning inquiry context, issues as the underlying research ethics models, the roles of researcher and participants and the integrity of the research process are discussed in their interplay with the evolving ethos of the ethnographical methodology being adopted to investigate participants' views. Elements drawn from the design of a qualitative study are here utilized to identify an empirical instance that shapes and is being shaped by research ethics decisions. The study aims to answer the following question: what are the affordances (opportunities and challenges) of online open courses as they emerge from the participants' perspectives? This paper considers the potential operationalization of the above research question and discusses both theoretical and methodological issues arising from applying research ethics to this specific case of Internet inquiry. In this sense, ethical approaches in online research contexts as well as main ethical decisions are discussed and justified, envisioning a submission to an institutional ethics review board before undertaking the ethnographical study. Topics such as privacy concerns in a public online setting, choice between overt and covert research, researcher as observer or participant, narrow or loosely defined application of the informed consent and anonymity are outlined, presenting a range of different options. This article intends to show that ethical decisions are an iterative procedure and an integral part of the research design process. Moreover, it endorses the opportunity to produce localized and contextualized ethical decision-making. To this end, it takes into account the guidance available (research ethics literature; narratives of ethics procedures applied to empirical cases); the ethics debates within the ethnographical tradition and the nature of the setting being researched (the specific format of the networked learning instance being examined). The discussion here proposed orientates ethical decision-making towards an overt and participant research approach, an informed consent intended as a 'public notice' and a consideration of participants both as authors in the online setting and as human subjects embedding unexpected privacy sensitiveness. However such decisions are intended as many starting points to build a research ethics protocol intended to a degree as a work in progress, in a problem-solving approach guided by the practical wisdom of participants emerging over time. CR Bakardjieva M., 2001, J ETHICS INFORMATION, V2, P233 Bassett E. H., 2002, Ethics and Information Technology, V4, DOI 10.1023/A:1021319125207 Beaulieu A., 2004, SOCIAL EPISTEMOLOGY, V18, P139, DOI 10.1080/0269172042000249264 Beaulieu A., 2009, COL GERM 5 INT C E S Bruckman A, 2002, ETHICAL GUIDELINES R Bruckman A., 2002, Ethics and Information Technology, V4, DOI 10.1023/A:1021316409277 Cohen L., 2007, RES METHODS ED, P51 Cormier D., 2010, EDUCAUSE REV, V45, P30 Ess C and AoIR Ethics Working Committee, 2002, ETHICAL DECISION MAK Estalella A., 2007, FORUM QUALITATIVE SO, V8 Eysenbach G., 2001, BMJ 1110 Fahy P., 2004, J DISTANCE ED, V19, P28 Fini A., 2009, IRRODL, V10 Hine C., 2000, VIRTUAL ETHNOGRAPHY Hine C, 2008, HDB ONLINE RES METHO Johns M. D., 2004, ONLINE SOCIAL RES ME, P157 Kanuka H., 2007, INT J QUALITATIVE ME, V6 Kiegelmann M., 1996, AM ED RES ASS NEW YO Liu S. B., 2010, WORKSH REV RES ETH F Mak F. J., 2010, P 7 INT C NETW LEARN, P275 Mann C., 2000, INTERNET COMMUNICATI Markham A, 1998, LIFE ONLINE RES REAL Markham A. N., 2003, ONLINE SOCIAL RES TH Markham A. N., 2007, J INFORM ETHICS, V15, P37 Moreno MA, 2008, PEDIATRICS, V121, P157, DOI 10.1542/peds.2007-3015 Paccagnella L., 1997, J COMPUTER MEDIATED, V3 PLENK, 2010, PLENK 2010 PERSONAL Siemens G., 2010, CONNECTIVISM NETWORK Tracy F., 2010, INT J RES METHOD ED, V33, P245, DOI 10.1080/1743727X.2010.511716 Vieweg S., 2010, WORKSH REV RES ETH F Whiteman N., 2009, RES METHODS LECT PAC, P57 TC 0 Z9 0 BN 978-1-908272-22-5 PY 2011 BP 218 EP 224 UT WOS:000300244000027 ER PT J AU Garrote, R Pettersson, T Christie, M AF Garrote, Ramon Pettersson, Tomas Christie, Michael TI LiveUSB Mediated Education: A method to facilitate computer supported education SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY AB In this paper the authors analyse the design and implementation of a course about learning management systems (LMS). The course was first given in Cuba and then in Guatemala and Peru, within the project USo+I: Universidad, Sociedad e Innovacion, Mejora de la pertinencia de la educacion en las ingenierias de Latinoamerica financed by the European Union's ALFA III program. In the course only open educational resources (OER) were used and all course material was stored on USB drives together with the needed software. All programs were executable directly from the memory to meet any problems of limited access to the Internet. Problem based learning was used, with the course divided into two weeks of on campus lectures and workshops followed by distance learning for three months, altogether corresponding to ten weeks of full time studies. The authors propose the term LiveUSB Mediated Education (LUME) for a course package, with course material and software contained on the same USB drive. The participants' opinions about the course and their perceptions about LMS and OER were investigated in order to determine the extent to which the LUME method can facilitate cost-effective computer aided education, especially in developing countries. CR Abelson H, 2008, J SCI EDUC TECHNOL, V17, P164, DOI 10.1007/s10956-007-9060-8 Bain JD, 2006, J COMPUT ASSIST LEAR, V22, P99, DOI 10.1111/j.1365-2729.2006.00163.x Barrows H. S., 1980, PROBLEM BASED LEARNI Bates Tony, 2005, TECHNOLOGY E LEARNIN Birch D, 2009, AUSTRALAS J EDUC TEC, V25, P117 Bjorck U., 2004, DISTRIBUTED PROBLEM Boud D., 1991, CHALLENGE PROBLEM BA CAVUS N, 2008, CYPRIOT J ED SCI, V3, P120 CHRISTIE M, 2007, INT C ENG ED RES ICE Coates H., 2005, TERTIARY ED MANAGEME, V11, P19, DOI DOI 10.1007/511233-004-3567-9 DAntoni S., 2009, OPEN LEARNING J OPEN, V24, P3, DOI DOI 10.1080/02680510802625443 D'Antoni S., 2008, OPEN ED RESOURCES WA Dinevski D, 2008, ITI, P117, DOI 10.1109/ITI.2008.4588393 FORMAN EA, 1996, CONTEXTS LEARNING SO Garrison D. R., 2008, BLENDED LEARNING HIG GARROTE R, 2011, DEVELOPMENT, V7 Garrote R, 2007, AUSTRALAS J EDUC TEC, V23, P327 GARROTE R, 2010, EDULEARN10 BARC SPAI, P6336 GARROTE R, 2007, LARARES ATTITYDER AN Grob H. L., 2004, Journal of Computing and Information Technology - CIT, V12, DOI 10.2498/cit.2004.02.08 HAILEY DE, 2002, 2002 ASEE GULF SW AN Harel I., 1991, CONSTRUCTIONISM RES Hoffmann B., 2004, POLITICS INTERNET 3 Kafai Y. B., 1996, CONSTRUCTIONISM PRAC KHOSROWPOUR M, 2002, WEB BASED INSTRUCTIO Kukla A., 2000, SOCIAL CONSTRUCTIVIS Lauricella S, 2010, AUSTRALAS J EDUC TEC, V26, P151 Lim C. P., 2001, AUSTRALAS J EDUC TEC, V17, P295 Lim C.P., 2003, AUSTRALAS J EDUC TEC, V19, P1 LOCKARD J, 2007, BRAVE NEW CLASSROOMS Lockwood F., 2001, INNOVATION OPEN DIST MEARIAN L, 2009, COMPUTERWORLD 1116 Mia I., 2009, GLOBAL INFORM TECHNO *MOODL, 2010, OP SOURC COMM BAS TO Romiszowski A., 2003, FUTURE E LEARNING ED Sife A. S., 2007, INT J ED DEV USING I, V3 SIGREN P, 2005, SYNTES ANAL TIDIGARE STEWART B, 2007, INT J DISTANCE ED TE, V5 UNESCO, 2009, GLOB ED DIG 2009 COM Uys PM, 2010, AUSTRALAS J EDUC TEC, V26, P980 VANDERGAAG J, 1989, WORLD BANK ECON REV, V3, P67, DOI 10.1093/wber/3.1.67 Vilaseca J., 2008, INTANGIBLE CAPITAL, V4, P191 Zhou G, 2007, AUSTRALAS J EDUC TEC, V23, P508 TC 0 Z9 0 SN 1449-3098 PY 2011 VL 27 IS 4 BP 619 EP 632 UT WOS:000294662400005 ER PT J AU Gulati, S Ofori, L Perovic, N AF Gulati, Shalni Ofori, Lilly Perovic, Natasa BE Chova, LG Torres, IC Martinez, AL TI DESIGNING A MULTIMEDIA PRACTICE DEVELOPMENT RESOURCE FOR HEALTHCARE WORKERS IN DEVELOPING COUNTRIES SO INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE CT 5th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2011 CL Valencia, SPAIN AB In 2009, City University's Education Development team was invited to design an open educational resource for healthcare workers caring for people affected by Tuberculosis (TB) in developing countries. The proposal came from the International Council for Nurses (ICN), who had gained funding from the sponsor Eli Lilly, to make the training for standards in TB care available online. The rationale was to extend the face-to-face training in developing countries provided by one ICN nurse consultant and to make engaging learning opportunities available online. Our initial search for online learning resources in the development field showed that most training manuals and online material were in the form of documents with instructions on how to carry out tasks in care setting. However our aim was to exploit the online technologies and create an interactive resource that would help empower the users and enable learning relevant for their own context. We have now developed the Interactive e-learning course on the "Care, prevention and management of tuberculosis" which is available as open courseware online under Creative Commons. In this paper we share the design process and hurdles we as academics, media developers and learning technologists faced when designing this resource to meet the learning needs of professionals and carers situated in very different cultural and healthcare settings. The paper describes our learning, as we attempted to overcome these challenges. Our recommendations may be beneficial for design teams who may need to engage in similar projects in the future. CR Ausubel D. P., 1961, NATL ASS SEC SCH PRI, V45, P18, DOI DOI 10.1177/019263656104526904 Berwick D. M., 2004, BRIT MED J, V328, P1124, DOI 10.1136/bmj.328.7448 Bichelmeyer B. A, 2004, AECT 2004 IDT FUT Creed T., 1997, NATL TEACHING LEARNI, V6 Edejer TTT, 2000, BRIT MED J, V321, P797, DOI 10.1136/bmj.321.7264.797 Gulati S, 2008, INT REV RES OPEN DIS, V9 Horton William, 2006, E LEARNING DESIGN Laurillard D, 2009, AIED 2009 Luxton- Reilly A., 2008, CONTRIBUTING STUDENT Mason R, 1998, EDUC TECHNOL, V38, P45 Mavrikis M, 2010, COMPUT EDUC, V54, P641, DOI 10.1016/j.compedu.2009.08.033 Nicol D, 2007, BRIT J EDUC TECHNOL, V38, P668, DOI 10.1111/j.1467-8535.2006.00657.x Oliver R, 2002, QUAL CONV P 25 HERDS, P562 Sapag R, 2004, BRIT MED J, V329, P1186, DOI 10.1136/bmj.329.7475.1186 Spickard A, 2004, MED EDUC, V38, P787, DOI 10.1046/j.1365-2929.2004.01824.x Strickland A.W, 2006, ADDIE Susskind JE, 2005, COMPUT EDUC, V45, P203, DOI 10.1016/j.compedu.2004.07.005 US Department of Health & Human Services, 2003, RES BAS WEB DES US G Wang F, 2005, ETR&D-EDUC TECH RES, V53, P5, DOI 10.1007/BF02504682 Wiley D., 2000, INSTRUCTIONAL USE LE Williams G., 2007, BEST PRACTICE CARE P Willis J., 2000, EDUC TECHNOL, V40, P5 Zhang K., 2005, GLOBAL PERSPECTIVES, P21 TC 0 Z9 0 BN 978-84-614-7423-3 PY 2011 BP 6368 EP 6377 UT WOS:000326447706056 ER PT J AU Kimotho, J Gacicio, E AF Kimotho, John Gacicio, Esther BE Chova, LG Belenguer, DM Martinez, AL TI NEW TECHNOLOGIES IN EDUCATION: KENYA'S STRATEGY IN THE IMPROVEMENT OF TEACHING AND LEARNING. SO EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 3rd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2011 CL Barcelona, SPAIN AB The demand for a well-educated workforce has driven many countries to rethink their education systems. An education system has to be suited to the demands of the technological age so that a competitive edge can be maintained. Such demand for a technology savvy workforce is reflected in Alvin Toffler's declaration (Rosenberg, 2001: 3), that "the illiterate of the 21st century will not be those, who cannot read and write but those who cannot learn, unlearn, and relearn." An ancient proverb says: "if we don't change our direction, we'll end up exactly where we are headed" (Rosenberg 2001: 41). This indicates that learning institutions will have to constantly change and adapt in their environments if they are not to lag behind. Embracing digital environment in education will enhance efficiency and also provide better learning results as well as make education adaptive to the individual learner. It is fun to learn with computers and skills such as collaboration, critical evaluation, receiving feedback, planning and organisation are easily and effectively learned. It is important to note that learning is dynamic in terms of pedagogy and content. New knowledge is being generated as well as methodologies for delivering it. Due to its potential in interaction between the information, the teacher and the student through various media, ICT has become very popular in the education sector. Kenya has realized the importance of embracing technology in learning and has made tremendous steps towards integrating it in education. The government of Kenya is keen to utilize ICT and other resources to enhance access to learning for all Kenyans as indicated in its strategic plan. One of the avenues the government of Kenya has used to adopt new technologies in education is through the Curriculum centre. The Kenya Institute of Education (KIE) is the National Centre for curriculum development and educational research established by law. The Institute has adopted the use of computer in curriculum delivery in particular, which promises better and improved methods of content delivery, methodology and pedagogy as well as expanding the available teaching and learning resource base. Whereas technology cannot replace a teacher in the instructional process, it forms an important and additional resource for both the teacher and the learner. In recognition of the importance of technology, the Institute has set up an e-learning section. This section is responsible for delivering e-content to all its clientele - who are the stakeholders in education and any other sector. Currently the institute has embarked on three approaches to developing and delivery of e-content. These approaches are; 1. KIE platform through which the e-learning section has developed content in 11 form one subjects for secondary school level. The section is currently working on the scripting of Form 2 content in 12 subjects. 2. Tafakari project which has developed e content for PTE teacher's trainees and teacher educators in science and mathematics on methodologies of teaching. The project delivers its content to its clientele through servers installed in the teacher training colleges. 3. KIE elimika LCMS is another approach the institute has adopted in development of econtent. Through this approach the institute has of developed courses which include Primary teacher Orientation and KIE staff induction courses. The developed materials are delivered online and also packaged in DVDs for offline delivery. This system uses Synchronous meetings of online classes which are facilitated by the use of web conferencing/ virtual classroom tools, in this case chatrooms. The synchronous nature appeals to many people and complements other asynchronous activities. This system has seen the Institute make huge savings in travel costs by cutting down on face to face meets. For a geographically widespread class or working group, occasional online meetings have helped keep people on track and provide a valuable opportunity for synchronous discussions. To further enrich the adoption of technology in Education, KIE has established a Curriculum Innovation Centre (CIC). The Curriculum Innovation Centre focuses on curriculum innovation, use of modern technology and development of personal and professional skills. This establishment is part of the global network of school Technology Innovation Centres and provides access to curriculum developers, teachers and learners in the East African region. The Innovation Centre aims at promoting the innovative use of ICT to enhance modern teaching and learning in the classroom. This, in turn, will contribute to economic growth through development and transfer of technology, new products and world-class skills acquisition as envisaged in the Kenya Vision 2030. To further enhance technologies in Education, the Kenya government through KIE has continued to develop and transmit radio programs over the years through the National Broadcasting Station. This takes into cognizance of the varied Kenyan populace. Radio programs enhance the access to quality education even to the most marginalized and the pastoralists' communities. Besides the Radio broadcast programmes the Institute has produced TV programmes which cover the mainstream curriculum subjects, Schools and colleges annual educational events such as the Drama and music festivals, National Students science Congress, and other activities scheduled by the mainstream ministry. The institute recognizes the importance to be in tandem with the rest of the world, thus the need to continually adapt new developments in technology to further enhance education. In this respect therefore, one of the technological areas it has embraces is in adapting the Digital channel. The digital broadcasting is a great opportunity that will meet the unique Educational needs of the society for social, economic and social cultural development. It is further hoped that the Educational Digital TV Channel through which Educational content is broadcast to schools and other learners' country wide is expected to meet the expanded demand for education following the introduction free primary and secondary Education. The channel complements the classroom teacher and other teaching-learning approaches. Besides, the channel also aims at addressing the knowledge gaps to equip the citizens with necessary skills for achievement of Vision 2030 and sustainable development. The unlimited access coverage of the channel promotes the aspect of inclusiveness and broad based participation by reflecting activities that affect the people's well being. The provision of distance and open learning education through the TV channel ensures uniform knowledge access and better learning environment for learners throughout the country. CR Bless C., 1988, FUNDAMENTALS SOCIAL Burns R, 1995, ADULT LEARNER WORK Cherry K., 2010, SOCIAL LEARNING THEO Chryssoulaki S., 2004, ICOM ED, P30 Creswell J. W., 2007, MIXED METHODS RES DE Dick W., 2001, SYSTEMATIC DESIGN IN, V5th Ferguson S.D., 1999, COMMUNICATION PLANNI Gerbner G., 1976, J COMMUN, V26, P1 Ghorparde S., 1986, J ADVERTISING RES Gonzalez R. M., 2005, ROLE MEDIA COMMUNICA Griffin E., 1991, SOICAL LEARNING THEO Hancock A., 1997, PLANNING ED MASS MED Kottak C. P., 1990, PRIME TIME SOC Laird D., 1985, APPROACHES TRAINING Lim L., 2006, JOURNALISM MASS MEDI, V83/2 Murphy N., 1996, BRIT J PHILOS SCI, V41, P294 Nyiri P., 2001, J ETHNIC MIGRATION S, V27 Robson C., 2002, REAL WORLD RES Schloss P. J., 1999, CONDUCTING RES Scott P., 1997, CHANGES KNOWLEDGE PR Weir L., 2008, EDUTOPIA J TC 0 Z9 0 SN 2340-1117 BN 978-84-615-0441-1 PY 2011 BP 1897 EP 1904 UT WOS:000326292901120 ER PT J AU Lane, A Van-Dorp, KJ AF Lane, A. Van-Dorp, K. J. BE Chova, LG Belenguer, DM Martinez, AL TI OPEN EDUCATIONAL RESOURCES AND WIDENING PARTICIPATION IN HIGHER EDUCATION: INNOVATIONS AND LESSONS FROM OPEN UNIVERSITIES SO EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 3rd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2011 CL Barcelona, SPAIN AB This paper, which references a European Lifelong Learning project under the Erasmus Virtual Campus programme, briefly reviews the role of open educational resources, open and distance learning and widening participation within European higher education. It also examines and analyses policies and practices from various European open universities, practices undertaken to widen the audience for higher education knowledge, increase engagement with higher education materials and improve participation in formal access higher education courses and programmes. It presents a framework for understanding the role of open educational resources and open and distance learning in widening participation based on their availability, accessibility, and acceptability. The paper concludes that open educational resources are beginning to influence educational opportunities in Europe, but that new policies and practices are required at all levels in the higher education system to address issues of openness and open educational resources in higher education study and the role that they can play in increasing and widening engagement and participation. There needs to be better collaboration between the various stakeholders if OER are not to be seen as a way of simply widening the audience for higher education knowledge rather than widening participation in formal studies. CR Brennan J, 2008, HIGH EDUC, V56, P287, DOI 10.1007/s10734-008-9127-3 Carson S., 2009, UNWALLED GARDEN GROW David M., 2008, WIDENING PARTICIPATI Diamond J., 2008, WIDENING PARTICIPATI, V10, P6 EC, 2005, REL MAJ DET GAPS DIG EU, 2009, C EUR MIN RESP HIGH European University Association (EUA), 2008, EUR U CHART LIF LEAR Greenbank P, 2006, WIDENING PARTICIPATI, V8, P1 Haklev S., 2009, OPENED 2009 C VANC C Hefce, 2011, WID PART Hockings C., 2008, WIDENING PARTICIPATI, V10, P4 Huijser H., 2008, INT REV RES OPEN DIS, V9 Kirkwood A., 2006, LEARNING MEDIA TECHN, V31, P117, DOI 10.1080/17439880600756654 Kirkwood A, 2006, COMPUT EDUC, V47, P316, DOI 10.1016/j.compedu.2004.11.002 Lane A. B., 2009, ONL P ICDE 2009 C MA Lane A. B., 2009, INT REV RES OPEN DIS, V10 Lane A. B., 2008, OPENING ED COLLECTIV, P149 Lindstrom J., 2006, WIDENING PARTICIPATI, V8, P6 McAndrew P., 2006, OECD EXP M OP ED RES Preece J., 1999, WIDENING PARTICIPATI, V1, P16 Richardson J. T. E., 2010, STUDIES HIGHER ED, V33, P33 Schaffert S., 2008, ELEARNING PAPERS Selwyn N., 2007, DIGITAL DIVIDE RETHI, P36 Shaw J., 2007, EMBEDDING WIDENING P Simpson O., 2006, WIDENING PARTICIPATI, V8, P2836 WILSON T, 2008, INT REV RES OPEN DIS, V9, P1 TC 0 Z9 0 SN 2340-1117 BN 978-84-615-0441-1 PY 2011 BP 1353 EP 1363 UT WOS:000326292901051 ER PT J AU Leeds, B AF Leeds, B. BE Chova, LG Belenguer, DM Martinez, AL TI CREATING RE-USABLE OPEN EDUCATIONAL RESOURCES SO EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 3rd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2011 CL Barcelona, SPAIN TC 0 Z9 0 SN 2340-1117 BN 978-84-615-0441-1 PY 2011 BP 7145 EP 7145 UT WOS:000326292907031 ER PT J AU Liu, Y Owen, GS Sunderraman, R AF Liu, Yan Owen, G. Scott Sunderraman, Rajshekhar BE Torres, IC Chova, LG Martinez, AL TI EFFECTS OF MULTIMEDIA AND ANIMATION IN LEARNING CHINESE SO 2011 4TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI) CT 4th International Conference of Education, Research and Innovation (ICERI) CY NOV 14-16, 2011 CL Madrid, SPAIN AB The purpose of this research is to develop an effective multimedia and computer-aided animation environment to improve the interests and the effect of PreK-12 students to learn Chinese as a foreign language (CFL). In this research, a computer-based open-model online learning Chinese environment (COOLChinese) has been developed. This is an interactive multimedia, animated Chinese learning system. This system is not only an online self-learning Chinese environment, but also provides a high technology tool for Chinese instructors to use in their classroom. In this research, the traditional static visuals have been replaced by computer games, animations, and computer-based interactive activities. Different from other Chinese learning software, this COOLChinese system is an open learning environment, learners could create their own learning content and study plan based on the learner's demand and the activities in the learning system. As instructors, they can create their own class plan based on desired course-content with the COOLChinese environment. Then students follow their instructor's requirement to practice and finish their homework in the system. As more learners and instructors use the COOLChinese system, more content will be added to the system. This COOLChinese system is developed for PreK - 12 grade non-native Chinese learners. In the past one year, two groups of students, who are from non-native Chinese families and learning Chinese, have been tracked with their Chinese learning records. Fifty-two students have used the COOLChinese system both in Chinese classroom (once a week) and at home; and another fifty-four students still use the traditional teaching approach in Chinese classroom(once a week) and do homework in the traditional way. The results show that the group using COOLChinese system has 95% students outperformed; and the traditional teaching group has only 20% outperformed. CR Baxter W., HARD IS CHINESE Caraballo A., 1985, THESIS PENNSYLVANIA Nelson Theodor H., 1965, P 1965 20 NAT C, P84, DOI DOI 10.1145/800197.806036 PAIVIO A, 1973, COGNITIVE PSYCHOL, V5, P176, DOI 10.1016/0010-0285(73)90032-7 Paivio A., 1986, MENTAL REPRESENTATIO Pressley M., 1976, J EDUC PSYCHOL, V68, P355 RIEBER LP, 1991, J COMPUT-BASE INSTR, V18, P83 Wong A. Y. K., 1994, THESIS CARLETON U TC 0 Z9 0 BN 978-84-615-3324-4 PY 2011 BP 2005 EP 2012 UT WOS:000317080002006 ER PT B AU Liu, YM Jiang, XH Lu, WY AF Liu, Yong-Min Jiang, Xin-Hua Lu, Wu-Yi BE Tan, HH TI Incorporate GIS into university's open learning environment SO 2011 INTERNATIONAL CONFERENCE ON ECONOMIC, EDUCATION AND MANAGEMENT (ICEEM2011), VOL I CT International Conference on Economic, Education and Management CY MAR 05-05, 2011 CL Macao, PEOPLES R CHINA AB Nowadays, geographic information system (GIS) is a social infrastructure. GIS applications are tools that allow users to create maps easy, display and out-put attribute data and media files such as images, movies and sounds on maps, and analyze spatial information. In this paper we propose a new approach to overcome some of the students learning difficulties under the open learning environment. The idea is based on incorporate GIS into university's open learning environment, an e-learning management system. The incorporate GIS provide the system with the necessary information to select the communication tools to be used for a particular group of students. In order to reach the majority of learners using the open system, our study shows that it is highly recommended not to rely exclusively on the Internet based services to provide learning materials and academic news to students. The open learning system is relatively new in the remote rural mountainous areas and specifically in the suburbs countries. Although it is considered as an important methodology to bridge the digital divide [1], it took many years for the governments to validate the introduced program. CR AMANEDDINE CN, 2009, IEEE 17 INT C GEOINF Balasubramanian K., 2009, UNESCO WORLD C HIGH De Wever B, 2006, COMPUT EDUC, V46, P6, DOI 10.1016/j.compedu.2005.04.005 Kimura M, 2004, NEURAL NETWORKS, V17, P975, DOI 10.1016/j.neunet.2004.01.005 KOTCH T, 2005, CARTOGRAPHIES DIS MA *MOODL, E LEARN MAN SYST NEGNEVITSKY M, 2009, ARTIFICIAL INTELLIGE *OGERO, LEB OFF HIGH SPEED I Pozzi F, 2007, INNOV EDUC TEACH INT, V44, P169, DOI 10.1080/14703290701240929 PRENSKY M, 2005, J ONLINE ED, V1 RAVASZ E, 2010, PHYS REV E, V67 SHEKHARAND H, 2008, ENCY GIS STYLIADIS A, 2006, J ENG APPL SCI, V1, P30 TC 0 Z9 0 BN 978-988-18242-8-8 PY 2011 BP 437 EP 440 UT WOS:000293147200120 ER PT J AU Lorenz, B Kikkas, K Laanpere, M AF Lorenz, Birgy Kikkas, Kaido Laanpere, Mart BE Greener, S Rospigliosi, A TI Social Networks, eLearning and Internet Safety: Analysing the Stories of Students SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch AB eLearning has recently become more social and open, involving open educational resources, open courses, open learning using personal learning environments or social networks. We believe the schools are not ready for this yet, as strategies and regulations supporting open learning are not up to date. It may seem easier to restrict the use of Twitter, Facebook etc rather than integrate them into the learning process. Our study which was based on the qualitative analysis of 201 stories written by secondary school students shows that a typical safety incident is not solved adequately when existing regulations are used by the schools. We carried out the qualitative analysis of 201 e-safety related short stories presented by students (aged 12 to 16), parents, teachers, school IT managers and police, collected through the Safer Internet in Estonia EE SIC campaign. 2/3 of the stories are fictional - they may be based on urban legends which however appear to refer to real stories. 1/3 of the stories reflect real incidents. We mapped typical behaviour patterns and templates, beliefs regarding privacy as well as regulations and limitations concerning the use of social networks at schools. We found that most of the solutions used by schools to ensure e-safety are either technical or purely regulation-based, only some schools appeared to have studied or elaborated on pedagogical or behavioural aspects. Problems are defined by limitations and regulations while actual safety incidents (whether in-or outside school) remain largely unsolved (or even undetected). Schools tend to excuse their unawareness with, we'll react when it happens" (secretly believing that it will not happen). Most schools also try to delegate such problems to parents - who in turn look upon schools for help, as their only reaction to safety incidents is often just applying time limits on Internet use. Thus there is an urgent need for information and working guidance mechanisms for managers, teachers, parents and students. These matters must be solved well before schools reach the critical mass in using eLearning, social networks and modern gadgetry as parts of curriculum. Schools are expected to apply new technologies in teaching and learning, but safety of student and teachers is paramount in this context. CR Akdeniz Y, 1997, J INFORM LAW TECHNOL Alwy N., 2010, INT J TECHNOLOGY ENH, V2 [Anonymous], 2002, RIIGI TEATAJA [Anonymous], 2003, FUND TEAM M SKILLS T [Anonymous], 2004, TDL ARV KAS REEGL [Anonymous], 2007, SAFER INTERNET CHILD [Anonymous], 2011, SAMPLE REGULATION CO Becta, 2008, AN EM TRENDS AFF US Berson I., 2002, MERIDIAN MIDDLE SCH, V5 Bullen P., 2000, INTERNET ITS EFFECTS Carr J., 2004, CHILD ABUSE CHILD PO Chamaz K., 2006, CONSTRUCTING GROUNDE Children & Young People's Services, 2011, INT SAF MOD POL ACC Dworschak M., 2010, INTERNET GENERATION Enochsson A, 2005, INFORM RES, V10 Eurobarometer, 2008, SAFER USE INTERNET C Gagon Y., 2010, CASE STUDY RES METHO Gray PS, 2007, RESEARCH IMAGINATION: AN INTRODUCTION TO QUALITATIVE AND QUANTITATIVE METHODS, P1, DOI 10.1017/CBO9780511819391 Hoiser F., 2009, COUNTERING IT WONT H Hunter N., 2005, JENNYS STORY INTERNE Linstone H. A., 2002, DELPH METHOD TECHN A Livingstone S., 2010, RISKS ANS SAFETY INT Maadvere I., 2010, IKT UUES POHIKOOLI R Mitchell K., 2004, VICTIMIZATION YOUTHS, P1 Murumaa M., 2011, DIGISOTSIAALSUS OPET, V16 National Curriculum - Pohikooli Riiklik oppekava, 2010, RIIGI TEATAJA Okoli C, 2004, INFORM MANAGE-AMSTER, V42, P15, DOI 10.1016/j.im.2003.11.002 Peters R., 2009, ADULT PORNOGRAPHY CO Rubtsova P., 2011, PRIVACY SOCIAL MEDIA Teddlie C., 2009, FDN MIXED METHODS RE Vasli K., 2011, SOTSIAALMEEDIA IMED Veldre A., 2011, KOHUTAVATE MUUTUSTE, V16 Vilke M., 2000, PSYCHOLINGUISTICS TH, P453 Wishart J., 2004, COMPUTERS ED ARCHIVE, V43 TC 0 Z9 0 BN 978-1-908272-22-5 PY 2011 BP 416 EP 422 UT WOS:000300244000051 ER PT B AU Fernandez-Vindel, JL Wilson, T AF Luis Fernandez-Vindel, Jose Wilson, Tina BE Torres, IC Chova, LG Martinez, AL TI MULTILINGUAL MEDIA COMPONENTS DIRECTLY EMBEDDABLE IN OPEN EDUCATIONAL RESOURCES IN SCIENCE AND TECHNOLOGY SO 2011 4TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI) CT 4th International Conference of Education, Research and Innovation (ICERI) CY NOV 14-16, 2011 CL Madrid, SPAIN AB The aim of this paper is methodological. Is there a protocol that helps to export directly, without translation, part of the media explanations of a course to another in a different language? Animations without text or audio comments need a wrap around context and to be supported by as much structured metadata as can be modelled in the production process. Learning design is used as a developmental approach in the work discussed in this paper. CR Brasher A., 2008, P 2008 EUR LAMS C PR Geser Guntram, 2007, OPEN ED PRACTICES RE Hylen J., 2006, P OP ED 2006 COMM CU, P49 Kohlhase M., 2006, LECT NOTES ARTIFICIA, V4180 Lane A, 2010, EDUC DES TECH KNOW, P99 Okada Alexandra, 2009, HDB RES SOCIAL SOFTW, P357 Smith M. S., 2006, CHANGE, V38, P8, DOI 10.3200/CHNG.38.5.8-17 Wikimedia Commons Team, COMM Wilson Tina, 2011, 12 ANN C HIGH ED AC Wilson Tina, 2011, P 7 CHIN EUR INT S S Wilson Tina, SPECIAL ISSUE INT J TC 0 Z9 0 BN 978-84-615-3324-4 PY 2011 BP 525 EP 530 UT WOS:000317080000078 ER PT J AU Nerantzi, C AF Nerantzi, Chrissi BE Greener, S Rospigliosi, A TI Freeing Education Within and Beyond Academic Development SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch AB What can Academic Development (AD) and other professional areas and disciplines learn from free-range farming? Open Educational Resources (OER) and Open Educational Practice (OEP) are mushrooming and Massive Open Online Courses (MOOC) are here already. The idea of moving away from battery-type Academic Development Activities and silo modules and programmes towards open cross-institutional approaches in line with OEP are explored within this paper based on a recent small-scale, fully-online study. This brought together academics and other professionals who support learning, from different disciplines and professional areas who are studying towards a Postgraduate Certificate (PgCert) in Teaching and Learning in HE/Academic Practice during a facilitated open Problem-Based Learning (PBL) task around assessment and feedback using freely available social media. The study aimed to explore if and how online PBL can be used within PgCert provisions to provide opportunities to connect, communicate and collaborate in a community of practice beyond institutional walls. The phenomenographic methodology underpinned this research. Participants' experiences in this open Academic Development activity were captured through individual remote interviews, a series of questionnaires and reflective accounts. Findings indicate that open online PBL has the potential to enable learners and educators to break out of academic and virtual silos. It also widens meaningful collaborative learning within Academic Development in multi-disciplinary and multi-institutional groups - something participants in this study commented extremely positively about. This provides evidence that freeing AD is the way forward to share available resources, and establish more organic and healthy learning communities beyond the module, programme and institutional level. Recommendations are made to Academic Developers and other tutors on how to bring learners from different programmes, institutions and countries together online using social media to create the conditions and the environment for a meaningful, rich and fruitful exchange and enable collaborative formal and informal learning. CR Barrett T, 2010, INNOV EDUC TEACH INT, V47, P165, DOI 10.1080/14703291003718901 Barrows H. S., 1980, PROBLEM BASED LEARNI Biggs J., 2004, ALIGNING TEACHING CO Biggs J., 1999, TEACHING QUALITY LEA Boud D., 1985, PROBLEM BASED LEARNI Boustedt J., 2008, ICER 08 SEPT 6 7 SYD Chernobilsky E, 2005, CSCL 2005: COMPUTER SUPPORTED COLLABORATIVE LEARNING 2005: THE NEXT 10 YEARS, PROCEEDINGS, P53 Cousin G, 2009, STAFF EDUC DEV SER, P1 Dochy F., 1996, ALTERNATIVES ASSESSM Donnelly R., 2009, EUROPEAN J OPEN DIST Donnelly R., 2005, HDB ENQUIRY PROBLEM, V2, P157 Donnelly R, 2010, COMPUT EDUC, V54, P350, DOI 10.1016/j.compedu.2009.08.012 Dortins E., 2002, QUAL CONV P 25 HERDS, P207 Downes Stephen, 2010, Journal of Emerging Technologies in Web Intelligence, V2, DOI 10.4304/jetwi.2.1.27-33 HARA N, 1999, 1 MONDAY, V4 Healy M., 2003, SCHOLARSHIP ACAD DEV, P47 Hmelo-Silver C.E., 2009, INTERDISCIPLINARY J, V3, P24 Husen T., 1994, INT ENCY ED, V8, P4424 Jones C., 2002, NETWORKED LEARNING P, P1 Juwah C., 2002, USING COMMUNICATION Kear K, 2010, OPEN FLEX LEARN SER, P1 Leinonen T., 2009, 1 MONDAY, V14 Levy D., 2011, ANN CHAS C INSTR TEC McLean M., 2009, TEACHERS LEARNERS DE, P24 Mezirow J., 1997, NEW DIRECTIONS ADULT, V74, P5, DOI DOI 10.1002/ACE.7401 Novak J., 1989, 3 C RES TEACH SCI MA Poldoja H., 2010, OP ED 2010 P BARC UO Savin-Baden Maggi, 2003, FACILITATING PROBLEM Scardamalia M., 1994, J LEARN SCI, V3, P256 SHEA V, 1994, NETIQUETTE Siemens G., 2004, CONNECTIVISM LEARNIN Siemens G., 2008, MOOC MEGA CONNECTIVI Siemens G., 2011, MOVING SELF DIRECTED Torp L., 2002, PROBLEMS POSSIBILITI VIRZI RA, 1992, HUM FACTORS, V34, P457 Wenger E., 2011, 18 OP U RUUD MOOR CE Wiley D., 2006, INNOVATE, V3 TC 0 Z9 0 BN 978-1-908272-22-5 PY 2011 BP 558 EP 566 UT WOS:000300244000068 ER PT J AU Pearce, N Tan, E AF Pearce, Nick Tan, Elaine BE Chova, LG Belenguer, DM Martinez, AL TI OPEN EDUCATION VIDEOS IN THE CLASSROOM: EXPLORING THE OPPORTUNITIES AND BARRIERS TO THE USE OF YOUTUBE IN TEACHING INTRODUCTORY SOCIOLOGY SO EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 3rd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2011 CL Barcelona, SPAIN AB The use of open education resources has become more commonplace in classroom teaching and has been an observable and growing trend. The accessibility of the same materials further reinforces the change in roles of teacher, from gatekeeper of knowledge to facilitator. The question posed by this research is that if a student has free and easy access to the same materials that are being used to teach them in class, how does this affect their perceptions when presented with this material in the classroom environment? This research investigated the use of open education videos in the classroom environment and their incorporation into the associated space in the virtual learning environment. The research questions of this investigation surrounded, practical, technical, pedagogical issues that arise from the incorporation of these resources within class and online course materials as well as exploring student perceptions about the use of this material in the class and online. CR Brown J. S., 2000, CHANGE MAR, P10 Burgess Jean, 2009, YOUTUBE ONLINE VIDEO LANGE P.G., 2007, J COMPUT-MEDIAT COMM, V13, P361, DOI DOI 10.1111/J.1083-6101.2007.00400.X Miller M., 2009, MERLOT J ONLINE LEAR, V5 Palmer N, 2011, ITEACH ITUNES YOU Pearce N, 2010, EDUCATION, V16 Snelson C, 2011, MERLOT J ONLINE LEAR, V7, P159 Snickars P, 2009, YOUTUBE READER WALLF Tinti-Kane H., 2011, TEACHING LEARNING SH WEIGEL V.B., 2002, DEEP LEARNING DIGITA Wesch M, 2008, COMMUNICATION 0623 Wilkes L, 2011, TEACHING ARTS SCI NE TC 0 Z9 0 SN 2340-1117 BN 978-84-615-0441-1 PY 2011 BP 2939 EP 2945 UT WOS:000326292902123 ER PT J AU Sabitzer, B AF Sabitzer, Barbara BE Torres, IC Chova, LG Martinez, AL TI INFORMATICS plus FOREIGN LANGUAGE(S) = COOL (COOPERATIVE OPEN LEARNING) COOL1 Ideas for Interdisciplinary Lessons and Projects in Computer Science and Foreign Languages SO 2011 4TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI) CT 4th International Conference of Education, Research and Innovation (ICERI) CY NOV 14-16, 2011 CL Madrid, SPAIN AB Interdisciplinary teaching is cool - in the sense of super -, because the benefits are numerous, for learners as well as for teachers. And it is also COOL - COoperative Open Learning -, a teaching method based on progressive pedagogy and constructivist learning theory that allows flexible, independent and interest-guided learning. The paper shall give a brief overview of open learning and the Austrian model-project "COOL - COoperative Open Learning" and show some ideas of interdisciplinary open lessons as well as experiences in computer science and foreign languages. It will outline the benefits of open learning and try to explain from a neurodidactical perspective why this teaching model is effective. The paper will show two aspects of technology in teaching and learning: technology as a tool that supports the learning process and outcome in foreign language lessons and technology as a subject called informatics or computer science education where pupils or students can create their own applications or tools for computer-supported language learning. Finally there will be given some opinions and comments of teachers and pupils about open learning. CR Baldwin D., 1996, P 27 SIGCSE TECHN S, p222 , DOI 10.1145/236452.236544 Brand M., 2009, NEURODIDAKTIK GRUNDL, P69 Davies G., 2008, EFFECTIVE IS USE ICT Fortmuller R., 2011, COOPERATIVES OFFENES Greimel- Fuhrmann B., 2006, WISSENPLUS Herrmann U., 2009, NEURODIDAKTIK GRUNDL, P148 Hofmann F., 2004, OFFENES LERNEN PLANE Holbling R., 2011, COOL COOPERATIVES OF Juen-Kretschmer C., 2011, OFFENES LERNEN OFFEN Lovetti M., 2008, J INTERACTIVE MEDIA Mayer R. E., 2001, MULTIMEDIA LEARNING McConnell J. J., 2005, ACM SIGCSE B, V37 Parkhurst H., 1922, ED DALTON PLAN Parkhurst H., 1921, TIMES ED SUPPLEMENT Reketat H., 2001, OFFENER UTERRICHT EI Roth Gerhard, 2009, NEURODIDAKTIK GRUNDL Sabitzer B., 2011, INTED 2011 P CD Scutaru G., 2008, ENHANCED INDIVIDUALI TC 0 Z9 0 BN 978-84-615-3324-4 PY 2011 BP 1373 EP 1381 UT WOS:000317080001057 ER PT J AU Salter, L AF Salter, Linda TI Preconditions for Post-Employment Learning: Preliminary Results from Ongoing Research SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB This article describes the first phase of a two-phase, mixed-method study. The study, now in progress, explores how and to what extent willingness to engage in learning in mature adulthood is influenced by prior experiences and specific individual personality variables, such as perceived locus of control and degree of self-efficacy. Study participants in this phase are 20 active adults over the age of 50 who participate in various formal and informal programs at a YMCA in a suburb of Seattle, Washington. Preliminary results thus far are discussed with respect to how they may inform educators of mature adults in open education settings. A profile of the characteristics of mature adults likely to be engaged in learning activities is beginning to emerge. A larger sample of participants taken from the same population is now being studied to confirm or refute the value of this profile. CR Belzer A, 2004, ADULT EDUC QUART, V55, P41, DOI 10.1177/0741713604268893 Bruffee KA, 1999, COLLABORATIVE LEARNI CHEN L, 2008, ADULT ED Q, V57, P3 CILIA W, 2006, EUROPEAN J ED, V41 Clark R. C., 2003, E LEARNING SCI INSTR *COMM LEARN, 2000, INTRO OP DIST LEARN Cranton P., 1994, UNDERSTANDING PROMOT Fenwick T. J., 2003, LEARNING EXPERIENCE Freund AM, 2009, HUM DEV, V52, P1, DOI 10.1159/000189213 Gall M., 2003, ED RES INTRO, V7th GASKELL A, 2007, OPEN LEARNING, V22, P1 HOOVER E, 2010, CHRONICLE HIGHER ED, V56 Knowles M.S., 2005, ADULT LEARNER DEFINI Loyens S, 2008, EDUC PSYCHOL REV, V20, P411, DOI 10.1007/s10648-008-9082-7 MANHEIMER R, 2002, OLDER ADULT ED US TR Merriam S. B., 1999, LEARNING ADULTHOOD C ORMOND J, 2004, HUMAN LEARNING PLUMB D, 2008, STUDIES ED ADULTS, V40, P62 Prensky M, 2001, DIGITAL NATIVES DIGI Resnick B, 2002, TOP GERIATR REHABIL, V17, P1 RUEY S, 2010, BRIT J ED TECHNOLOGY, V41 SALOPEK J, 2003, TRAINING DEV, V57 Schwarzer R., 2000, GEN PERCEIVED SELF E Shrestha L, 2006, CRS REPORT C CHANGIN SIRI U, 2007, HUMANITY SOCIAL SCI, V2, P51 Stevens K, 2010, ADULT EDUC QUART, V60, P377, DOI 10.1177/0741713609358451 STICHT T, 2000 FUTURE DIRECTIO Truluck JE, 1999, EDUC GERONTOL, V25, P221, DOI 10.1080/036012799267846 *US BUR CENS, 2006, KING COUNT WASH 2006 *US DOE, 2005, DIG ED STAT Wlodkowski R. J., 1999, ENHANCING ADULT MOTI 1966, ROTTERS LOCUS CONTRO TC 0 Z9 0 SN 1492-3831 PY 2011 VL 12 IS 1 SI SI BP 24 EP 41 UT WOS:000290995000003 ER PT J AU Ramos, MES Garcia, CDB Cota, GEM Sandoval, EJ Moreno, SER AF Sanchez Ramos, Maria Eugenia Barroso Garcia, Carmen Dolores Magana Cota, Gloria Eugenia Sandoval, Eloy Juarez Ramirez Moreno, Sara Erendira BE Chova, LG Belenguer, DM Martinez, AL TI PROTOTYPE DOCUMENTATION AND MEDIA RELEASE OF THE MONDAY SCIENTIFIC PROJECT IN THE MUSEUM OF NATURAL HISTORY ALFREDO DUGES SO EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 3rd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2011 CL Barcelona, SPAIN AB This proposal is based on the draft MONDAY OF SCIENCES implemented by the Natural History Museum Alfredo Duges, consisting outreach talks aimed at bringing science to young people, with talks on different topics. The proposal seeks to expand the dissemination of knowledge through the implementation of educational multimedia materials that are easily accessible through a prototype for new technologies (PODCAST). The idea of implementing new technologies in this project is responding to the new types of open education that actually become a tool in which there is no space-time match between student and teacher content as traditionally happens. Therefore, in the design of support materials is considered the use of alternative media like the podcasts have become a matter of common usage among students, as well as audio, allowing synchronous communication and interactive support of images to optimize the achievement of objectives. The use of these technological resources will increase the number of receptors achieved in the initial phase of the project. On the other hand, this project allows for quality projects for the Academic Body Design and Culture, and represents a way to strength applied research in interdisciplinary projects. We thanks to the Direction of Support for Research and Graduate Studies at the University of Guanajuato for the funding given to this project (DINPO 0170/10) CR DONDIS DONIS A., 1992, SINTAXIS IMAGEN INTR GIORDAN A., 1998, ORIGENES SABER GLASS-HUSSAIN W., 1998, WHAT IS SIMULATION F HEMBREE R., 2008, DISENADOR GRAFICO EN RAFOLS Rafel, 2003, ANTONI DISENO AUDIOV TC 0 Z9 0 SN 2340-1117 BN 978-84-615-0441-1 PY 2011 BP 168 EP 171 UT WOS:000326292900026 ER PT J AU Stapleton, S Beggan, A AF Stapleton, S. Beggan, A. BE Chova, LG Torres, IC Martinez, AL TI THE SCHOOL BASED APPROACH TO OER PUBLICATION SO INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE CT 5th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2011 CL Valencia, SPAIN TC 0 Z9 0 BN 978-84-614-7423-3 PY 2011 BP 360 EP 361 UT WOS:000326447700050 ER PT J AU Truyen, F Van Dorp, KJ Janssen, B Rivera, J Griset, R Kuppens, A AF Truyen, Fred Van Dorp, Kees-Jan Janssen, Ben Rivera, Jose Griset, Roger Kuppens, Ann BE Chova, LG Belenguer, DM Martinez, AL TI OPEN EDUCATIONAL RESOURCES IN A MULTI-CAMPUS AND VIRTUAL CAMPUS ENVIRONMENT SO EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 3rd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2011 CL Barcelona, SPAIN AB In this paper we explore the reasons for which both traditional universities as well as Open universities could adopt Open Educational Resources (OER) to enhance their networked curricula in a typical regional multi-campus or virtual campus scenario. We will highlight the very different institutional goals that can be achieved by the implementation of OER, and show that OER are compatible with a variety of pedagogical approaches. On the other hand, we will stress that OER need to be understood in a more comprehensive way than the course content as such, and should include open communication about the educational concepts and curricular aims in which they operate, as well as being embedded in the regional stakeholder and expertise networks that sustain the knowledge domain covered. The research is done in the context of the project Innovative Open Educational Resources in European higher education (OER-HE) lead by the European Association of Distance Universities (EADTU), and involves (for the work on multi-campus) K.U. Leuven, which is a traditional university, the Open Universiteit in The Nederlands (OUNL), and the Universitat Oberta de Catalunya (UOC). The three partners involved in this research look into OER from very different backgrounds and goals. Whereas for UOC multi-campus means a virtual campus, and ODL technologies are at the core of using OER, the OUNL is involved in a project to setup a Network Open Polytechnic (NOP), aiming to share innovative course content and blended learning pedagogical models to existing Higher Education institutions. For K.U. Leuven, OER technologies help to overcome logistical and synergy problems stemming from its University Association, involving 13 institutions in multiple campuses throughout the Flemish Region. We will show that in these different contexts, OER indeed proves to be an enabling factor offering solutions to quite different problems, but that on the other hand from the different stakes follows an impact on how OER courses are conceived, and what kind of "products" they involve. CR [Anonymous], 2008, MODELS ONLINE ACAD R Atkins D. E., 2007, REV OPEN ED RESOURCE Brown J. S., 2008, EDUCAUSE REV, V43 Davis HC, 2010, IEEE T LEARN TECHNOL, V3, P96, DOI [10.1109/TLT.2009.34, 10.1109/TLTSI.2009-03-0036] Dinevski Dejan, 2008, ITI 2008 30 INT C IN Downes Stephen, 2007, INTERDISCIPLINARY J, V3, P1 Duval E, 2010, IEEE T LEARN TECHNOL, V3, P83, DOI 10.1109/TLT.2010.11 Gourly B., 2009, OPEN LEARNING J OPEN, V24, P57, DOI DOI 10.1080/02680510802627845 Guthrie K., 2008, SUSTAINABILITY REVEN Hendriks Maaike, 2008, J INTERACTIVE MEDIA Hylen, 2007, GIVING KNOWLEDGE FRE, P30 Janssen B, 2010, OPENED 2010 BARC Janssen B., 2010, BARC OP ED 2010 C P King W., 2006, WHAT MAKES OPEN ED P Koohang A., 2007, ISSUES INFORM SCI IN, V4, P535 Lane A., 2008, ELEARNING PAPERS Lane A. B., 2009, INT REV RES OPEN DIS, V10 Lane A. B., 2008, OPENING ED COLLECTIV, P149 Langen F., 2011, OPEN LEARNING McAndrew Patrick, 2010, J INTERACTIVE MEDIA Ng'ambi Dick, 2010, 16 ACM INT C SUPP GR Osterwalder A, 2010, BUSINESS MODEL GENER Schuwer Robert, 2009, OPEN LEARNING J OPEN, V24, P67, DOI DOI 10.1080/02680510802627852 Wiley D., 2009, INT REV RES OPEN DIS, V10 Wiley D., 2010, OPEN LEARNING J OPEN, V25, P37, DOI [10.1080/02680510903482132, DOI 10.1080/02680510903482132] WILSON T, 2008, INT REV RES OPEN DIS, V9, P1 TC 0 Z9 0 SN 2340-1117 BN 978-84-615-0441-1 PY 2011 BP 1248 EP 1258 UT WOS:000326292901039 ER PT J AU van Marle, J AF van Marle, Jaap BE Chova, LG Belenguer, DM Martinez, AL TI OPEN EDUCATIONAL RESOURCES AS BUILDING BLOCKS FOR COURSE PRODUCTION SO EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings CT 3rd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 04-06, 2011 CL Barcelona, SPAIN AB For Distance Teaching Universities (DTU's), the internationalization of their programs is a complicated issue. Regular universities simply send their students to a foreign university and the academic infrastructure - i. e. student exchange programs of different kinds - is set up in such a way that it directly supports this type of internationalization (i. e. student exchange). In the case of DTU's, however, things are different in that the DTU students cannot be sent abroad. More often than not, these students simply do not have the time to spend several months in another country. Clearly, this is why DTU's have a keen interest in course exchange. More often than not, however, course exchange turns out to be highly complicated due to the differences between DTU's, both in terms of their pedagogic and educational traditions and in terms of all kinds of legal issues. This is why the concept of complementary course production - this concept was developed by Trevor Herbert of the OUUK - is interesting in that this concept involves international co- operation without students having to travel abroad. Complementary course production is tantamount to the following: several DTU's agree on a specific theme for a new course. Each participating institution makes its own course, on the understanding that all materials which are produced and used by the participating institutions are offered as open education resources. In this way each participating institution may profit from - and use and adapt - all the materials prepared by all the participants. Evidently, in this connection the question arises to what an extent open educational resources can easily be used as building blocks for a course offered by another university. In order to come to grips with this question, the Faculty of Humanities of the Dutch Open University has set up a pilot to investigate the usability of all open educational resources relating to the topic of ` heritage' offered by the OUUK on OpenLearn. In this presentation the results of this pilot will be presented. TC 0 Z9 0 SN 2340-1117 BN 978-84-615-0441-1 PY 2011 BP 3770 EP 3772 UT WOS:000326292903118 ER PT J AU Weeden, E AF Weeden, Elissa BE Torres, IC Chova, LG Martinez, AL TI HOW ACCESSIBLE ARE OPEN EDUCATION WEBSITES? SO 2011 4TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI) CT 4th International Conference of Education, Research and Innovation (ICERI) CY NOV 14-16, 2011 CL Madrid, SPAIN AB Open education, the movement where educational materials are posted online for anyone to access for free, has the potential to remove many barriers to education. For example, anyone with an Internet connection can view lectures from various universities, whose resources were previously unavailable to non-students. No longer are the teachings of subject matter experts in a particular domain reserved for those who are in close proximity to an educational institution or can afford the cost of tuition. Several higher education institutions, consortiums, and organizations have taken the initiative to give anyone access to their educational resources or have provided a means for people to post educational content. However, are these online resources and materials usable by everyone? For this to be true, Web accessibility must be considered. Web accessibility guarantees that individuals with "visual, auditory, physical, speech, cognitive, and neurological disabilities" are able to "perceive, understand, navigate, and interact with the Web, and that they can contribute to the Web" [1]. This study includes an analysis of several open education websites to determine whether open education materials are accessible to all. The sites are examined against the World Wide Web Consortium's (W3C) Web Content Accessibility Guidelines (WCAG). The findings will be reported and recommendations for improving the accessibility of open education websites will be discussed. CR [Anonymous], 2005, INTRO WEB ACCESSIBIL [Anonymous], 2011, ACHECKER COMPUTER PR [Anonymous], 2011, DECADE OPEN SHARING [Anonymous], 2008, WEB CONTENT ACCESSIB [Anonymous], 2011, POLICIES RELATING WE [Anonymous], 2011, COURSES [Anonymous], 2006, COMPLETE LIST WEB AC [Anonymous], 2011, SITE STAT [Anonymous], 2010, ACHECKER [Anonymous], 2010, UNDERSTANDING WCAG 2 [Anonymous], US Krach S Kathleen, 2009, Journal of Special Education Technology, V24 Kuzma JM, 2010, GOV INFORM Q, V27, P141, DOI 10.1016/j.giq.2009.10.004 TC 0 Z9 0 BN 978-84-615-3324-4 PY 2011 BP 2129 EP 2135 UT WOS:000317080002022 ER PT B AU Zhao, JC AF Zhao Jincheng BE Tan, HH TI The elaboration on the three elements of Chinese Distance Education development SO 2011 INTERNATIONAL CONFERENCE ON ECONOMIC, EDUCATION AND MANAGEMENT (ICEEM2011), VOL III CT International Conference on Economic, Education and Management CY MAR 05-05, 2011 CL Macao, PEOPLES R CHINA AB With1999 years beginning intelligent cultivation model reform and open education pilot project "pulled open Chinese distance education prologue, ten years has achieved remarkable brilliant achievements. While fully affirming the achievements, but also deeply into the existing in the development of remote education, such as the social orientation, quality assurance, teachers' construction and so on many restrict remote education in our country, and affects the sustainable development, need to be carefully studied and solved. CR CAO M, 2002, NETWORK LEARNING MON DING X, 2007, REMOTE ED QUALITY SE GU YG, 2003, COUNTRIES NATURE NET HUANG QY, 2004, PILOT EVALUATION CHI LIU YM, 2004, MODERN DISTANCE ED Q WANG TJ, 2005, ADULT ED ANXIETY HOP WU JP, 2007, MODERN LONG DISTANCE YANG TT, 2003, REMOTE ED QUALITY GU TC 0 Z9 0 BN 978-988-18242-8-8 PY 2011 BP 626 EP 629 UT WOS:000293148000169 ER PT B AU Zhou, SF AF Zhou, Shufang BE Hu, QM TI Absence of Female Literature and Reform of Classical Chinese Literature Curriculum SO 2011 INTERNATIONAL CONFERENCE ON EDUCATION SCIENCE AND MANAGEMENT ENGINEERING (ESME 2011), VOLS 1-5 CT International Conference on Education Science and Management Engineering (ESME) CY AUG 16-18, 2011 CL Beijing, PEOPLES R CHINA AB Ancient Chinese female writers have accomplished remarkable achievement in classical Chinese literature. These talented female writers stunned the male writers as their works, presented in different forms of traditional styles of literature writing are endowed with various artistic charms. However, the current classical Chinese literature curriculum still has the male writers and their works as its mainstream, and marginalized, consciously and unconsciously, the female writers and their works. This not only overshadows the historic panorama of classical Chinese literature, but also hinders the all-round development of the students, which in turn impedes the cultural communication in open education. CR Han Yu, 2008, HAN CL ANTHOLOGY Hu Ming, 1995, LITERARY REV, P95 Hu Xiaozhen, 2008, GEN PREFACE LITERARY Nan Zhigang, 2006, J NINGBO U LIBERAL A, V19, P1 Zhou Shufang, 2003, TEARS TALENTS CHARAC TC 0 Z9 0 BN 978-1-935068-53-2 PY 2011 BP 1884 EP 1887 UT WOS:000308814100513 ER PT J AU Zuhairi, A Andayani, M Winahyu, M Rustam, S AF Zuhairi, Aminudin Andayani, Ms Winahyu, Mestika Rustam, Sekarwinahyu BE Balcaen, P TI eLearning Portal for Student Teachers of Universitas Terbuka and Teachers in Indonesia SO PROCEEDINGS OF THE 6TH INTERNATIONAL CONFERENCE ON E-LEARNING CT 6th International Conference on e-Learning CY JUN 27-28, 2011 CL Kelowna, CANADA HO Univ British Columbia Okanagan AB Universitas Terbuka (UT) is Indonesia's Open University established in 1984 to cater for the higher education needs of high school graduates, working adults and in-service teachers. UT has four Faculties and a Graduate School, and the Faculty of Teacher Training and Educational Sciences is the largest Faculty, accommodating 546,153 (85%) out of a total of 646,467 students. Overall, UT offers diplomas, undergraduate as well as graduate degrees in 1,065 courses, 571 of which are supported with online tutorial services. This paper presents the UT experience in the development of eLearning portal for student teachers and in-service teachers in Indonesia, its uses by teachers and its roles in continuous professional development of teachers through the use of Open Educational Resources (OER). In response to the growing needs of teachers' continuous professional development and making OER available to 2.7 million teachers, since 2008 the Faculty of Teacher Training and Educational Sciences has introduced an eLearning portal called Guru Pintar Online (Smart Teacher Online). This portal is intended to enrich and enhance the knowledge and competencies of teachers through the provision of updated online OERs on good practices in teaching and learning at schools. The Guru Pintar Online has two major content categories, namely instructional laboratory and teachers' discussion forum. The content for the Guru Pintar Online portal is developed based on teaching cases in early childhood, primary and secondary schools. These teaching cases are documented in video streaming format for a maximum duration of 5 minutes. Besides, teachers are also invited to add content to the eLearning portal. This eLearning portal has been designed in such a way that teachers can easily use and share teaching cases online. The content, variety of teaching cases and accessibility of these OERs for teachers continue to be developed to benefit teachers so that teachers will make use of these OERs to improve their teaching practices. This eLearning portal also enriches UT programs for teachers at degree levels and continuing professional development, and in the future serve as virtual teaching clinics for teachers who wish to learn from good practices in teaching in different contexts throughout Indonesia. CR Barrett B.F.D., 2009, OPEN LEARNING, V24, P31 DAntoni S., 2009, OPEN LEARNING J OPEN, V24, P3, DOI DOI 10.1080/02680510802625443 Gourly B., 2009, OPEN LEARNING J OPEN, V24, P57, DOI DOI 10.1080/02680510802627845 Hanafi T., 2010, SEM REG PLANN 4 AUG Hartsell T., 2006, AACE J, V14, P31 Herman T., PEMBELAJARAN BERBASI Kale Urgu, 2007, THESIS INDIANA U ANN Kanchanaraksa S., 2009, OPEN LEARNING J OPEN, V24, P39 Kumar M. S. V., 2009, OPEN LEARNING, V24, P77 Muhammad I., 2009, PROBLEM BASED LEARNI OECD, 2007, GIV KNOWL FREE EM OP Roos M.C., 1976, ANN M NAT COUNC TEAC Supriadi D., 2003, GURU INDONESIA PENDI UT, 2010, RENC STRAT 2010 2021 West P., 2009, OPEN LEARNING, V24, P85 Wiley D., 2009, OPEN LEARNING J OPEN, V24, P11, DOI DOI 10.1080/02680510802627746 TC 0 Z9 0 BN 978-1-908272-04-1 PY 2011 BP 413 EP 420 UT WOS:000308137800048 ER PT J AU Kolesnikova, IA AF Kolesnikova, I. A. TI The Prospects, Challenges, and Risks of Open Education SO RUSSIAN EDUCATION AND SOCIETY AB The spread of Internet-based information sources and information and communication technologies generally requires educators in Russia to rethink their methods and goals in order to maximize the potential of the new opportunities. CR SMIRNOV S, 2003, KENTAVR NOV TC 0 Z9 0 SN 1060-9393 PD JUN PY 2010 VL 52 IS 6 BP 3 EP 20 DI 10.2753/RES1060-9393520601 UT WOS:000279352600001 ER PT S AU Apiola, M Lattu, M Pasanen, TA AF Apiola, Mikko Lattu, Matti Pasanen, Tomi A. GP IEEE TI Students' Working Strategies and Outcomes in a Creativity-Supporting Learning Environment SO 2010 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) SE Frontiers in Education Conference CT 40th Annual Frontiers in Education Conference CY OCT 27-30, 2010 CL Arlington, VA AB This paper describes results from a teaching experiment at the Department of Computer Science at the University of Helsinki, in which we studied students' different working strategies and tried to find patterns between these strategies and the creativity of the students' work. In a typical computer science course in Finland, the teaching is quite strictly structured and the support structures (e.g. lectures, lab sessions) are highly teacher-driven. In contrast, our intention was to create a learning environment where the support structures would focus on supporting creativity to bring forth new ideas and innovation. We were especially interested in the working strategies that students would use outside our learning sessions, the students' outcomes with regards to creativity, and the interplay between working strategies and the creativity of the outcomes. To put our ideas into practice, we designed a pilot course utilizing practices from research into creativity and intrinsic motivation. To answer our research questions we interviewed all course attendees (n=33) twice, at the beginning and at the end of the course. We chose LEGO (R) Mindstorms robots as the platform for the project. While further studies are needed, our preliminary results suggest that there is a pattern between working strategy and creativity. CR Abran A, 2004, GUIDE SOFTWARE ENG B *ACM COMP CURR, 2005, OV REP Amabile TM, 1998, HARVARD BUS REV, V76, P76 Asunta T., 2000, J TEACHER RES, V2, P10 Buzan T., 1991, USE BOTH SIDES YOUR Craft A, 2008, BRIT EDUC RES J, V34, P577, DOI 10.1080/01411920802223842 Eberle R.F., 2008, SCAMPER CREATIVE GAM Harel I. E., 1991, CONSTRUCTIONISM Harrison O., 2008, OPEN SPACE TECHNOLOG Herrmann N., 1996, WHOLE BRAIN BUSINESS Higgins J. M., 1994, 101 CREATIVE PROBLEM IMBERMAN SP, 2005, J COMPUTING SCI COLL, V21, P113 Imberman S.P., 2005, J COMPUTING SCI COLL, V21, P131 KLASSNER F, 2002, SIGCSE 02, P8 Klassner F, 2003, IEEE ROBOT AUTOM MAG, V10, P12, DOI 10.1109/MRA.2003.1213611 KLASSNER F, 2007, P 38 SIGCSE TECHN S KOSKI M, 2008, KOLI 08, P32 Kumar A., 2004, J ED RESOURCES COMPU, V4 KUMAR AN, 2001, P FRONT ED C FIE 01, P10 LATTU M, 2003, THESIS U HELSINKI FI LAVONEN J, 2005, CREATIVE PROBLEM SOL Millar G. W., 1995, EP TORRANCE CREATIVI Osborn A. F., 1963, APPL IMAGINATION PRI Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037//0003-066X.55.1.68 Ryan RM, 2001, ANNU REV PSYCHOL, V52, P141, DOI 10.1146/annurev.psych.52.1.141 Sawyer R. Keith, 2007, GROUP GENIUS CREATIV Sfard A., 1998, EDUC RES, V27, P4, DOI DOI 10.3102/0013189X027002004 Sternberg R. J., 1999, CONCEPT CREATIVITY P TORRANCE EP, 1995, EDUC PSYCHOL REV, V7, P313, DOI 10.1007/BF02213376 TC 0 Z9 0 SN 0190-5848 BN 978-1-4244-6259-9 PY 2010 UT WOS:000287083200102 ER PT S AU Haug, R AF Haug, Reinhold BE Pinto, MMF Kawasaki, TF TI PROBLEM SOLVING THROUGH HEURISTIC STRATEGIES IN A DYNAMIC GEOMETRY ENVIRONMENT (DGE) SO PME 34 BRAZIL: PROCEEDINGS OF THE 34TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 3: MATHEMATICS IN DIFFERENT SETTINGS SE PME Conference Proceedings CT 34th Conference of the International-Group-for-the-Psychology-of-Mathematics-Education CY JUL 18-23, 2010 CL Belo Horizonte, BRAZIL HO Fed Univ Minas Gerais AB The learning objectives of working with Dynamic Geometry Environments (DGE) are the effective building of knowledge but also the acquisition of general heuristic strategies. However, open learning environments implementing these tools often prove to be little conducive to learning since they do not offer sufficient orientation, structuring and support to the students. This paper will examine the manner in which a computer-assisted mathematical tool in combination with a well-structured as well as reflection stimulating learning environment can encourage the independent acquisition of fundamental domain-specific problem solving techniques. CR Collins A., 1989, KNOWING LEARNING INS, P453 Furinghetti F., 2003, P PSYCH MATH 27 INT, P397 GAWLICK T, 2000, LERNPROZESSE DYNAMIS, P37 GLOGGER I, 2009, ACTIVATION LEA UNPUB HOLZL R, 1994, ZUGMODUS CABRI GEOME Holzl R., 1999, QUALITATIVE UNTERRIC HUBNER S, 2007, EMPIRISCHE PADAGOGIK, V21, P119 LABORDE C, 2000, P 2 MED C MATH ED, P161 MARIOTTI MA, 1998, P 22 PME C STELL, P1180 Marrades R., 2000, EDUC STUD MATH, V44, P87, DOI 10.1023/A:1012785106627 OLIVERO F, 2001, EDUCAZIONE MATEMATIC, V3, P127 Olivero F., 2001, RES MATH ED, V3, P229, DOI 10.1080/14794800008520095 RUTHVEN K, 1997, COMPUTER ALGEBRA SYS TC 0 Z9 0 SN 0771-100X PY 2010 BP 65 EP 72 UT WOS:000281699100009 ER PT B AU Kratka, J AF Kratka, Jana BE Chova, LG Belenguer, DM Torres, IC TI CZECH-SLOVAK FILM DATABASE AS A PLACE OF INFORMAL LEARNING SO 3RD INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2010) CT 3rd International Conference of Education, Research and Innovation (ICERI) CY NOV 15-17, 2010 CL Madrid, SPAIN AB The paper deals with the methods of informal learning of users of the Czech-Slovak Film Database - www.csfd.cz (presently with more than 200 thousand registered users from the Czech Republic and the Slovak Republic). The article also shows experience with the pedagogic research performed by means of the database. Csfd.cz is a place where the film fans meet to collect information in the field of films and discuss it. Csfd.cz is a smooth connection and feedback between fans and the academic world, and between the world of filmmakers and reviewers. Former fans have become experts in their fields (film magazine editors or academicians easily collecting data for their articles or scientific studies). The fans are the respondents of our research and are looking forward to the results. The internet database mediates in ideal way the individual phases of open education: the motivation of an individual to watch a program; it facilitates the program selection and by publishing reviews and comments, the users learn to critically evaluate, compare and analyse a media product. The results also provide information about how the users train the media literacy and social communication. CR Buckingham D., 2003, MEDIA ED LITERACY LE Buckingham D., 1993, READING AUDIENCES YO Buckingham D., 1987, PUBLIC SECRETS E END Cech T., 2009, 2 INT C CHAR DEV SER Dyson A, 1993, SOCIAL WORLDS CHILDR Fisherkeller J, 2000, J ADOLESC ADULT LIT, V43, P596 Frydkova E., 2008, ZBORN MEDZ VED K FF Jenkins H., 2007, FANDOM IDENTITIES CO, P357 Jones Gerard, 2003, KILLING MONSTERS WHY Money D., 1989, REMOTE CONTROL TELEV, P16 Pardeck J. T., 1993, BIBLIOTHERAPY CLIN A Rogge J.-U., 1999, DETSKE STRACHY UZKOS TC 0 Z9 0 BN 978-84-614-2439-9 PY 2010 BP 3358 EP 3362 UT WOS:000318797403044 ER PT B AU Kretschmer, T AF Kretschmer, T. BE Chova, LG Belenguer, DM Torres, IC TI OPEN AND USER-GENERATED CONTENT: STRATEGIES TO ADDRESS QUALITY AND COPYRIGHT ISSUES IN HIGHER EDUCATION SO 3RD INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2010) CT 3rd International Conference of Education, Research and Innovation (ICERI) CY NOV 15-17, 2010 CL Madrid, SPAIN AB "User-generated content" (UGC) and "Open educational resources" (OER) are two success stories whose popularity - and thus extension - has exploded in the last years, especially following the rise of web 2.0 applications/technology. UGC refers to various kinds of media content, publicly available, that are produced by end-users; OER are learning materials that are freely available for use, remixing and redistribution. Although the two concepts are far from being identical, they share a common spirit in the following aspects: a) both include the idea of peer-production or shared production of the output ( exceptions are possible); b) both question the traditional role of "authority": in UGC, the users produce the content; in OER, the resource can be re-written, re-ordered, re-.... c) both accept a production process outside of formal quality assurance mechanisms. These aspects seem to be totally contradictory to the experiences many students ( and teachers) associate with traditional higher education institutions. Nevertheless, two European projects (CONCEDE and OPAL) explore exactly this contradiction - how the use of two open, participative and innovative concepts can happen and succeed in an environment that in many European countries has just passed through a substantial reform process which many perceived as a shift towards more rigidity and ex-cathedra teaching; - how both concepts offer chances to avoid this shift; - how the concern of missing quality can be smoothed out by using mainstream and alternative quality assurance mechanisms. The speech will outline the topics and present results from an online survey concerning user-generated content. A first draft of a quality framework will be presented and discussed. CR Delrio C., 2005, UNDERSTANDING CHANGE DG INFSO, 2007, INT CONT FP7 RES DIR Giles J, 2005, NATURE, V438, P900, DOI 10.1038/438900a Schmidt J. P., 2007, OPEN ED RESOURCES HI Wunsch-Vincent S., 2007, PARTICIPATIVE WEB US TC 0 Z9 0 BN 978-84-614-2439-9 PY 2010 BP 6799 EP 6803 UT WOS:000318797406079 ER PT B AU Kyriakaki, G Doulamis, A Matsatsinis, N AF Kyriakaki, Georgia Doulamis, Anastasios Matsatsinis, Nikolaos BE Chova, LG Belenguer, DM Torres, IC TI EVALUATING A DIAGNOSTIC MODEL FOR INTELLIGENT LEARNING SO 3RD INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2010) CT 3rd International Conference of Education, Research and Innovation (ICERI) CY NOV 15-17, 2010 CL Madrid, SPAIN AB Learning objectives have been researched in cognitive psychology and in education, in order to specify the goals of a learning process. Bloom's taxonomy provides a description of learning objectives in 6 stages of scaling complexity. Bayesian networks and decision theory have been used extensively in Intelligent Tutoring Systems in order to model uncertainty on the one hand and learner or tutor preferences on the other, while diagnosing the learners' cognitive state. In this paper we evaluate a model for task-based diagnosis of cognitive achievement, based on learning objectives, static Bayesian networks, decision theory and multi-attribute utility theory. The cognitive achievement of learning objectives is tested against observed learner behaviour in a non-deterministic manner, due to the inherent uncertainty in the problem. The proposed model is domain-independent since it assumes that learning material consists of generic Learning Objects associated with specific learning objectives. Multi-attribute utility theory is used for combining learning evidence with tutor preferences, thus providing for different tutors and different types of tutoring. Bayesian networks are used for handling the uncertainty of the diagnosis by calculating the posterior probability of achieving a learning objective based on the available evidence. Decision theory is used for expressing the pedagogical utility of available actions. The evaluation parameters include preferences regarding the value of evidenced learner behaviour such as assessment results, affective states, the learner's own belief and the time-on-task, as well as the pedagogical utility of available actions. All learning evidence is modelled as discrete-state variables. Assessment results are modelled as binary or multiple-state variables. Affective states range from negative to positive, while the time-on-task is discretized in a scale from 'too little time' to 'a lot of time'. The learner's own belief about her cognitive state is included in the model, as an important feature of an open learning process. The learner's belief is expressed through his post-task activity with respect to the learning goal at hand. The model is used for the selection of suitable remediation Learning Objects (LO's) or for moving on to the next learning goal, in an intelligent learning environment. Data from real tutoring sessions in introductory programming courses and real assessment results are used in order to test the validity of the model. CR BERNARDO J. M., 2001, BAYESIAN THEORY Clark D., 2009, BLOOMS TAXONOMY LEAR Corbalan G, 2006, INSTR SCI, V34, P399, DOI 10.1007/s11251-005-5774-2 D'Mello S, 2007, IEEE INTELL SYST, V22, P53, DOI 10.1109/MIS.2007.79 Forehand M, 2005, EMERGING PERSPECTIVE Hubwieser P, 2008, LECT NOTES COMPUT SC, V5090, P142 Kort B., 2001, P 2 IEEE INT C ADV L Mayo M., 2001, INT J ARTIFICIAL INT, V12, P124 Pardos Z. A., 2006, P WORKSH ED DAT MIN Russel S., 2003, ARTIFICIAL INTELLIGE, Vsecond Silva M, 2007, 7TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS, P379, DOI 10.1109/ICALT.2007.116 Tselios N, 2006, EDUC TECHNOL SOC, V9, P150 Zapata-Rivera J.-D, 2007, BMA 2007 TC 0 Z9 0 BN 978-84-614-2439-9 PY 2010 UT WOS:000318797405009 ER PT J AU Lau, A AF Lau, Alwyn BE Ismail, I TI Web 2.0 as a Catalyst for Rethinking Teaching and Learning in Tertiary Education: A Case Study of KDU College (Malaysia) SO PROCEEDINGS OF THE 5TH INTERNATIONAL CONFERENCE ON E-LEARNING CT 5th International Conference on e-Learning CY JUL 12-13, 2010 CL Penang, MALAYSIA HO Univ Sains Malaysia AB Web 2.0 is the wave of Internet usage characterized by collaborative sharing, blogging, real-time journaling and other media applications broadly lumped under the heading of 'social networking media'. It signals a move away from the Internet as a mere collection of computers passively sharing information to seeing the Web as an active emergent network of people who are enabled to not only interact more closely but to collaboratively shape and create new realities. This paper first outlines five trends impacting education as a result of the Web 2.0 phenomenon which educational institutions cannot ignore (connectivism, digital creation, collaboration, divergent assessment and open courseware) then shares the research performed on faculty (incl. management) and students of KDU College (based in Petaling Jaya), the first college in Malaysia to implement an e-forum for the Malaysian Ministry of Higher Education's compulsory subjects. The research sought to answer questions relating to the benefits and/or challenges which Web 2.0 have brought to teaching and learning, the extent to which the five characteristics have impacted the students, lecturers and management and future issues anticipated. This paper will highlight some key findings and attempt a generalization of Web 2.0 trends to tertiary education in Malaysia and recommend broad action-steps forward, both in the national context as well as the global one. CR Albors J, 2008, INT J INFORM MANAGE, V28, P194, DOI 10.1016/j.ijinfomgt.2007.09.006 Anderson L. W., 2001, TAXONOMY LEARNING TE Baldi S, 2003, COMMUN ACM, V46, P105, DOI 10.1145/903893.903922 Castells M, 2004, NETWORK SOCIETY: A CROSS-CULTURAL PERSPECTIVE, P1 Coffee P, 2001, EWEEK, V18, P41 CRAIG D, CHANGING THEORIES LE Dillenbourg P., 1999, COLLABORATIVE LEARNI DRUMGOOLE J, 2006, WEB 2 0 VS WEB 1 0 C FERNANDO A, 2008, COMMUNICATION WORLD, V25, P8 FISCH K, SHIFT HAPPENS 3 0 FLEW T, 2004, NEW MEDIA INTRO Gardner H., 1993, FRAMES MIND THEORY M Goerner SJ, 2007, SYST RES BEHAV SCI, V24, P481, DOI 10.1002/sres.849 Hansen M. T., 2009, COLLABORATION LEADER HARGADON S, 2008, WEB 2 0 FUTURE ED HEUER C, 2006, WEB 2 0 STATE MIND C LANKSHEAR C, 2005, ITU C OSL NORW Lankshear C., 2006, NEW LITERACIES EVERY LETENEY F, 2009, E LEARNING AGE, P18 MEISTER J, 2008, CHIEF LEARNING OFFIC, V7, P54 *NCTE, NCTE FRAM 21 CENT CU O'Reilly T., 2006, WEB 2 0 COMPACT DEFI PRENSKY M, 2001, DIGITAL NATIVES ON H, V9 Rogers J., 2007, ADULTS LEARNING Siemens G., 2005, INT J INSTRUCTIONAL, V2 STEPHENSON K, INTERNAL COMMUNICATI, V36 THOMAS K, 2009, INFORM WORLD REV Ward M, 2009, J BUS TECH COMMUN, V23, P61, DOI 10.1177/1050651908324381 WEINBERGER D, 2007, TIMES BOOKS Williams A. D., 2006, WIKINOMICS MASS COLL Williams J., 2009, J INFORM SYSTEMS ED, V20, P165 YOUNG T, 2008, KNOWLEDGE MANAGEMENT, V11, P3 Zikmund W.G., 2003, BUSINESS RES METHODS 2008, PR NEWSWIRE 1120 TC 0 Z9 0 BN 978-1-906638-68-9 PY 2010 BP 197 EP 206 UT WOS:000284261700023 ER PT B AU Li, ST Wang, X Gao, H AF Li, Songtian Wang, Xiang Gao, Hang BE Zhang, T TI Discussion on Environmental Education Model in Colleges and Universities Under the Low Carbon Economy Background SO 2010 INTERNATIONAL CONFERENCE ON EDUCATION AND SPORTS EDUCATION, VOL II CT International Conference on Education and Sports Education CY JUL 17-18, 2010 CL Wuhan, PEOPLES R CHINA AB According to the present situation that people's production model and consumption concept are relatively lagging, problems of environmental education in colleges and universities was emphatically analyzed. Urgency of environmental education in colleges and universities was discussed. Several methods of environmental education in colleges and universities were proposed. Such as: low carbon concept should be publicized loudly; different specialty, treated differently; teaching reforming greatly, effects outstandingly; go out of the classroom, education publicly. Environmental topic activity should be taken on base upon campus. Public environmental education should be carried out actively. Environmental practical activities should be developed on line. Environmental education should be carried out in multi methods and multi measures. CR JIANG ZM, 2004, J ARCHITECTURAL ED I, V13, P71 [??? LIU Xiao-ning], 2009, [?????????, Journal of Nanjing University of Traditional Chinese Medicine], V25, P51 SHI BF, 2009, J GANSU LIANHE U NAT, V23, P78 WANG L, 2009, J XIAN U POST TELECO, V14, P86 WU WT, 2003, J HEFEI U TECHNOLOGY, V17, P55 YE AS, 2004, J XINYU COLL, V9, P50 TC 0 Z9 0 BN 978-988-18242-6-4 PY 2010 BP 279 EP 282 UT WOS:000282023200079 ER PT J AU McMahon, T Jennings, D AF McMahon, T. Jennings, D. BE Chova, LG Belenguer, DM Torres, IC TI USING WIKIS TO PROMOTE SELF-MANAGED PROFESSIONAL DEVELOPMENT FOR ACADEMICS IN HIGHER EDUCATION SO 3RD INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2010) CT 3rd International Conference of Education, Research and Innovation (ICERI) CY NOV 15-17, 2010 CL Madrid, SPAIN AB Educational Developers at UCD Dublin have adapted the MediaWiki platform to create an open access web-site though which Faculty members can structure their own professional development. Users are able to create their own private wiki spaces to record their experiences and to reflect upon them over successive visits and from which can be developed an e-portfolio. The open educational resource (OER) is linked to a professional qualification in university teaching but enrolment for this is entirely optional. The interactive material on the site is freely available to all. This paper (together with the associated poster) reports on the reactions of those who used the site in the first three months of its operation. CR Baker, 1997, J COMPUTER ASSISTED, V13, P175 Barnett R, 1997, HIGHER ED CRITICAL B Kirschner PA, 2008, COMPUT HUM BEHAV, V24, P403, DOI 10.1016/j.chb.2007.01.028 Trevitt C., 2005, ED ACTION RES, V13, P57, DOI 10.1080/09650790500200277 Von Glasersfeld E., 1988, COGNITION CONSTRUCTI Zimmerman B., 2004, SELF REGULATING INTE Zimmerman B. J., 2000, CONCEPTIONS SELF DIR, P221 TC 0 Z9 0 BN 978-84-614-2439-9 PY 2010 BP 6721 EP 6722 UT WOS:000318797406067 ER PT S AU Popescu, MM AF Popescu, Maria-Magdalena BE Vlada, M Albeanu, G Popovici, DM TI OER - craving for success in a timeless, border free zone SO PROCEEDINGS OF THE 5TH INTERNATIONAL CONFERENCE ON VIRTUAL LEARNING, ICVL 2010 SE Proceedings of the International Conference on Virtual learning CT 5th International Conference on Virtual Learning CY OCT 29-31, 2010 CL Targu Mures, ROMANIA HO Univ Med & Pharm Targu Mures AB "If you can keep your head when all about you/Are losing theirs and blaming it on you" as R. Kipling said and even more, if you can dare thriving in difficult times by engaging any and every means that keeps ignorance at bay, then, my fellows, shall we florish as nations, as individuals.Collaborative learning fights against all odds to keep knowledge going and gaining ground. OER is but one of the inordinate variations to give our students, enabling them to fully realize their potential. The present paper looks at how open educational material can be stored and presented,it states implications for copyright and IPR, quality control measures and issues of trust for faculty and students to encourage collaborative working. CR Antoni S., 2009, OER CONVERSATIONS CY Bonk CJ, 2001, TEACHING LEARNING ON Johnstone S. M., 2005, EDUCAUSE Q, V28, P15 Wagner T., 2008, GLOBAL ACHIEVEMENT G TC 0 Z9 0 SN 1844-8933 PY 2010 BP 54 EP 58 UT WOS:000323685800005 ER PT B AU Ramos, MAVMES Garcia, MSRMCDB Cota, MCGEM Moreno, MIESER AF Sanchez Ramos, M. A. V. Maria Eugenia Barroso Garcia, M. S. R. M. Carmen Dolores Magana Cota, M. C. Gloria Eugenia Ramirez Moreno, M. I. E. Sara Erendira BE Chova, LG Belenguer, DM Torres, IC TI MONDAY OF SCIENCE: THE MUSEUM OF NATURAL HISTORY ALFREDO DUGES OF THE UNIVERSITY OF GUANAJUATO. DESIGN OF CONTENTS FOR CELLULAR PHONES AND PODCASTS SO EDULEARN10: INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES CT 2nd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 05-07, 2010 CL Barcelona, SPAIN AB For the Museum of Natural History Alfredo Duges of the University of Guanajuato, it is important to contribute to reinforce the knowledge of natural sciences taught in the elemental and high school programs looking to increase the understanding and public valuation of the scientific and technological advances, to offer experiences that stimulate the scientific activities, open spaces to reflect that allow to realize experiences and reinforce the knowledge of sciences. With this idea, the museum proposed to offer open lectures that we called Monday of Science. The goal of that event is to approach people to science, especially young students, through conferences offered by academics and researchers of different Universities and Investigation Institutes, about different topics from science, and with an interdisciplinary approach. The first stage started in August of 2005, during five months. In that period we offered thirteen lectures with subjects as the origin of the universe, cloning, microorganisms, cells, and other. A great number of high school students attended those conferences, who came interested in the content of the lectures. We must to mention that the researchers exposed the different topics in their conferences in a very clear way, accessible to all kind of public, so the result of this experience was very enriching for all of us, as far as the public requested to have a new cycle of conferences. We decided then to offer new lectures form February to May 2006 were we had the same success than the first time. In the first semester of 2010, we presented the 9th cycle of conferences and we recently publish the first printed memory that includes the full lectures of the two first cycles. We used to receive an average of 200 students from high school, mainly from the capital of the state, but also from different communities in Guanajuato. Nevertheless, is expensive to those last ones to come to the capital to attend the lectures, so we propose to take advance of the new technologies to raise young people interested in science. Multimedia contents allow reinforcing the education-learning process, transfers information, and let the user to explore and to experiment, since their visual resources are dynamic and innovating. The other reason to apply new technologies to this project is that actually the open learning and the distance learning has become an innovation where the space-time-distance between teacher and student does not exist as traditionally used. And is why we propose the using of alternative mass media products, as the use of cell phones and podcast as elements that support the profit of our goals, considering than in Mexico their use among students had become a tool that allows communicating in a synchronic and interactive way, supported by images and complete contents. CR Bolt R.A., 1984, HUMAN INTERFACE PEOP CHAUPART Jean Michel, 1993, METODOLOGIA AUDIOCON GANDARA Manuel, 1995, DESARROLLAR DESARROL GANDARA Manuel, 1995, USOS ED COMPUTADORA GRAELLS MARQUES, 1999, MULTIMEDIA ED CLASIF HUMPREY P. S., 1991, NATURAL HIST MUSEUMS Laura REGIL, 2001, CAVEMA DIGITAL Laura REGIL, 2002, IDEA CREACION DISENO, V4 RAFOLS Rafel, 2003, ANTONI DISENO AUDIOV Xavier Berenguer, ESCRIBIR PROGRAMAS I TC 0 Z9 0 BN 978-84-613-9386-2 PY 2010 BP 256 EP 262 UT WOS:000318781700042 ER PT J AU Sharafuddin, H Allani, C AF Sharafuddin, Hassan Allani, Chekra BE Chova, LG Belenguer, DM Torres, IC TI THE EFFICIENCY OF E-LEARNING SYSTEM CASE STUDY: ARAB OPEN UNIVERSITY - KUWAIT SO EDULEARN10: INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES CT 2nd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 05-07, 2010 CL Barcelona, SPAIN AB This paper is an institutional-based study that investigates the efficiency of e-learning at the Arab Open University, Kuwait Branch. It is widely understood that communication skills are the most important skills Jamia Millia Islamia, AOU-Kuwait needs to promote its productive and positive activity in order to be able to adopt its adhereants-tutors and students-to the new philosophy of the open learning. To meet the needs of the growing heterogeneous group of learners, we have to keep abreast with the technological developments in terms of infrastructural and pedagogical matters so as to enhance the learning experience. AOU has now 7 branches in different Arab countries and it is planning to expand its branches to cover more countries. This expansion comes from the fact that e-learning can improve the quality of education. However, for some branches and in some countries, key barriers remain. Funding, infrastructure, staff development and pedagogical concerns are among the impeding elements. The most important challenge is in developing and promoting e-learning skills for the current faculty members. All these issues will be discussed in details and AOU-Kuwait branch will be used as a case study. Being senior staff members at the AOU, one observes the strengths, weaknesses, opportunities and threats this new educational system goes through. Based on an empirical study, on interviews, theoretical and practical analysis, this paper will ascertain whether the learning infrastructure and teaching pedagogy at AOU Kuwait branch can achieve its planned objectives The result of the analysis concludes that e-learning at AOU-Kuwait is highly effective in considering the purpose of providing quality higher educational for more than 45 nationalities in more than 7 branches across the Middle East. Few recommendations for sustaining its growth ensue. CR Al-Shehabi N, 2009, ANN PROGRAMME EVALUA Alsunbul A., 2002, CONVERGENCE, V35, P51 [Anonymous], 2008, AOU STUD HDB [Anonymous], 2010, PROGRAMME HDB [Anonymous], 2008, AOU STUDENT HDB [Anonymous], 2010, APE [Anonymous], 2008, BACKGROUND DOC UNPUB AOU KWB, 2007, I REV MAY, P36 Coyne John, 2010, UK DEB INT AR C E TE Fakhreddine T., 2010, ALAM ALYOUM Guri-Rosenblit S, 2005, HIGH EDUC POLICY, V18, P5, DOI 10.1057/palgrave.hep.8300069 Hawkins B. L., 2005, EDUCAUSE REV Kariuki James, 2010, BRIT J EDUC TECHNOL, V41, P199 UNESCO, 2002, OP DIST LEARN TRENDS TC 0 Z9 0 BN 978-84-613-9386-2 PY 2010 UT WOS:000318781702119 ER PT B AU Stapleton, S Johnson, A AF Stapleton, S. Johnson, A. BE Chova, LG Belenguer, DM Torres, IC TI OPEN FOR LEARNING SO EDULEARN10: INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES CT 2nd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 05-07, 2010 CL Barcelona, SPAIN TC 0 Z9 0 BN 978-84-613-9386-2 PY 2010 BP 6493 EP 6493 UT WOS:000318781706029 ER PT B AU Stapleton, S Beggan, A Horton, J Johnson, A AF Stapleton, Steve Beggan, Andy Horton, John Johnson, Alison BE Chova, LG Belenguer, DM Torres, IC TI THE BERLIN PROJECT: A BLUEPRINT FOR PUBLISHING OPEN EDUCATIONAL RESOURCES SO EDULEARN10: INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES CT 2nd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 05-07, 2010 CL Barcelona, SPAIN AB Open Educational Resources (OER) can play a central part in the changing landscape of higher education. There are many benefits for institutions to realise when publishing open resources, including efficiency savings, promotional opportunities and improving the student experience. Through the BERLiN project, a 12 month JISC/Higher Education Academy funded project, the University of Nottingham investigated factors fundamental to the success of OER initiatives with the findings highly relevant to international education contexts. In addition, a significant amount of Nottingham's teaching and learning materials have been published openly on Nottingham's open educational repository 'U-Now'. This paper reflects on the key aspects of the project: engaging with the academic community to source open resources, packaging resources for open publication, encouraging re-use of open resources, making open resources discoverable and dealing with copyright and intellectual property rights issues. TC 0 Z9 0 BN 978-84-613-9386-2 PY 2010 BP 6532 EP 6538 UT WOS:000318781706034 ER PT B AU van Dorp, CA AF van Dorp, C. A. (Kees-Jan) BE Chova, LG Belenguer, DM Torres, IC TI INNOVATIVE OPEN EDUCATIONAL RESOURCES IN EUROPEAN HIGHER EDUCATION SO EDULEARN10: INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES CT 2nd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 05-07, 2010 CL Barcelona, SPAIN AB The European Association of Distance Teaching Universities (EADTU) has been working with renowned open and distance teaching universities in Europe on developing strategies for Open Educational Resources (OER) by means of the EADTU taskforce on Multilingual Open Resources for Independent Learning (MORIL). The US-based William and Flora Hewlett Foundation has been acting as a financial catalyst to this taskforce and affiliated projects. By grant of two bids from the Foundation viz., the MORIL grant and MORIL Supplementary grant, OER momentum has been created at participating universities and associated strategies developed. Because of the receipt of a new grant from the European Commission under the Erasmus Lifelong Learning Programme, within the strand of Virtual Campus, EADTU is able to continue this work and sustain its work with universities on OER. The new European project is called "Innovative OER in European Higher Education (OER HE)" and includes 11 European university partners. It consolidates and extends the activities which have begun under the William and Flora Hewlett Foundation grants. The paper presents this OER HE project. CR Atkins D. E., 2007, REV OPEN ED RESOURCE Dorp C.A. van, 2006, EU ELEARNING C TECHN, P1 Dorp C.A. van, 2008, SELBSTORGANISIERTES, P200 Dorp C.A. van, 2010, ELEARNING PAPERS, V18, P1 Geser Guntram, 2007, OPEN ED PRACTICES RE Iiyoshi T., 2008, OPENING ED COLLECTIV MIT OCW, 2008, MIT OPEN COURSEWARE Mulder F., 2009, OP ED C OPENED 2009 OECD, 2007, GIV KNOWL FREE EM OP Zuyd Hogeschool, 2009, VOORUITBLIK NAAR 201 TC 0 Z9 0 BN 978-84-613-9386-2 PY 2010 UT WOS:000318781703113 ER PT B AU van Dorp, CA AF van Dorp, C. A. (Kees-Jan) BE Chova, LG Belenguer, DM Torres, IC TI MODERNISATION OF HIGHER EDUCATION BY OPEN EDUCATIONAL INNOVATION AND INCUBATION SO EDULEARN10: INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES CT 2nd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 05-07, 2010 CL Barcelona, SPAIN AB Open Educational Innovation & Incubation (OEII) is a European project on the modernisation of education. The project is committed to the requirements and design of an organisational interface, which (more) effectively translates market-specific requirements into the delivery of content, courses, classes, modules or programmes, at a distance, blended, or in a mixed mode. The organisational interface is to become an accelerator for the enhanced incubating of new educational initiatives. Important areas of priority are explored and evaluated per region of country. The role of universities, departments and organisational incubators in the acceleration process, is evaluated. It is explicated what issues & processes have hindered and/or promoted the knowledge transfer process between (or inside) different stakeholder parties, and opportunities are identified to improve the situation. Suggestions to improve organisational interfaces are formulated, and appropriate motivation and reward mechanisms for academics and accelerators are suggested. CR Dorp C. A. van, 2009, CROSS BORDER VIRTUAL Dorp C. A. van, 2008, STIMULATING EUROPEAN Dorp C.A. van, 2006, EU ELEARNING C TECHN, P1 Dorp K.-J. Van, 2009, 15 INT C TECHN SUPP, P1 Egana y Espinosa de los Monteros A. H., 2010, EPIDEMIOL INFECT, V18, P1 TC 0 Z9 0 BN 978-84-613-9386-2 PY 2010 UT WOS:000318781703134 ER PT B AU Vaziri, T AF Vaziri, Tala BE Chova, LG Belenguer, DM Torres, IC TI REINVENTING TEACHING METHODS TO FOSTER CREATIVE AND INNOVATIVE MINDS THE ROLE OF TEACHERS' GUIDANCE IN THE FUTURE SUCCESS OF STUDENTS SO 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010) CT 4th International Technology, Education and Development Conference (INTED) CY MAR 08-10, 2010 CL Valencia, SPAIN AB In institutions for higher education our goal is to train individuals who are not only knowledgeable and informed experts in their fields but moreover they should be skillful, creative and innovative in solving problems which is the key to success in their future life. In life most of the time it is not necessary to recall certain information but the knowledge has to be applied and executed in order to find creative solutions. This as a premise can be the motivation for innovation in education, which might include many old and new approaches to teaching but most of all the presence of a leading figure, such as a 'mentor'. Traditional teaching originates from the idea that education means to gather and accumulate information and that information will be useful for solving life's problems. In this assumption it is neglected that knowledge and action are not directly linked and therefore knowledge per se does not make it possible to solve problems and to produce ideas. In most teaching methods of the present, education is mainly considered only as a cognitive matter, whereas aspects of certain abilities such as communication, adaptability to new situations, processing information and creating ideas are not emphasized. These factors are most significant in executing problem situations, for which motivation is a crucial element. Motivation has mainly to do with nonintellectual components of behavior such as our desires, aspirations, feelings, emotions, priorities and values. This is where the teacher as mentor comes to play a significant role. This role figure is an advisor who is willing to share his/her professional experience and knowledge. Mentors support students actively and give emotional and moral encouragement, specific feedback on their performance and assist students in seizing opportunities. A mentor is not only the source of knowledge but a model for personality and identity, the catalyst for students' empowerment. If an open learning environment is defined as a challenge to invite students to question as well as to experiment, then a well-defined structure has to be established to allow for such useful experimentations and innovative minds; this free expression can only occur within a structured system characterized by the constant presence and apprehension of a mentor. In design disciplines such as architecture a major part of learning takes place in studio-based courses. In these courses the teacher encourages the application of knowledge into practice, which is the actual design outcome. An innovative idea never just appears. It is always the result of a process, like many other scientific, economic, technological, etc. achievements. Inducing the creative process as such involves participative teaching methods and interactive learning structures: monitoring, discussions and one-to-one conversations, exchange of ideas and interaction between students and the teacher. Students need to be guided through different stages of the design or any learning process, which helps them to refine their project and ideas and to articulate their creative minds. The importance of this guided process of experiencing, thinking as well as redoing and rethinking requires a structured set, which was designed carefully to define the role and responsibilities of the mentor as well as of the student. This setting in which the mentoring process has to be rendered precisely and adjusted to the needs and realities of individual students as well as the setting of our place and time gives the additional opportunity to enrich the idea of mentoring with new methods and approaches which will exert an impact on the way mentors think and perceive in different and more creative ways, how they can communicate these ideas to their mentees and how this allows both mentor and mentee to grow and to creatively approach situations for solutions. In summary the future success of a student and his/her ability to be creative and innovative in their field can be sustained by a resourceful and strong guidance. The mentor-mentee relationship can be an example for a productive and beneficial collaboration and teamwork for all participants where innovation, responsibility, leadership and courage in life are communicated; and where new aspects of personalities and thinking processes can be induced by taking into account suggested methods available in our time in order to obtain more effective mentoring. CR Johnson B., 2003, GETTING MENTORED GRA Mullen CA., 2006, GRADUATE STUDENT GUI Nakamura J., 2009, GOOD MENTORING FOSTE Pressman A., 1993, ARCHITECTURE101 GUID Probst K., 2006, MENTORING MEANINGFUL TC 0 Z9 0 BN 978-84-613-5538-9 PY 2010 BP 250 EP 255 UT WOS:000318805500034 ER PT J AU Arendt, AM Shelton, BE AF Arendt, Anne M. Shelton, Brett E. TI Incentives and Disincentives for the Use of OpenCourseWare SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB This article examines Utah residents. views of incentives and disincentives for the use of OpenCourseWare (OCW), and how they fit into the theoretical framework of perceived innovation attributes established by Rogers (1983). Rogers identified five categories of perceived innovation attributes: relative advantage, compatibility, complexity, trialability, and observability. A survey instrument was developed using attributes that emerged from a Delphi technique with input from experts in the OCW field. The survey instrument was sent to 753 random individuals between 18 and 64 years of age throughout Utah. Results indicated that the greatest incentives for OCW use were the following: (a) no cost for materials, (b) resources available at any time, (c) pursuing in depth a topic that interests me, (d) learning for personal knowledge or enjoyment, and (e) materials in an OCW are fairly easy to access and find. The greatest disincentives for OCW use were the following: a) no certificate or degree awarded, (b) does not cover my topic of interest in the depth I desire, (c) lack of professional support provided by subject tutors or experts, (d) lack of guidance provided by support specialists, and (e) feeling that the material is overwhelming. The authors recommend that institutions work to transition some OCW users into degree-granting paid programs as well as adopt a marketing campaign to increase awareness of OCW. Additionally, OCW websites should make their content available to recommendation engines such as ccLearn DiscoverEd, OCW Finder, or OER Recommender and should link to one or more of these sites. CR Al-Gahtani S. S., 2003, INFORM TECHNOLOGY DE, V10, P57, DOI DOI 10.1002/ITDJ.1590100106 Allard S. L., 2003, THESIS U KENTUCKY LE Al-Shohaib KA, 2005, THESIS U SO MISSISSI Atkins D. E., 2007, REV OPEN ED RESOURCE Carson S., 2006, 2005 PROGRAM EVALUAT Caswell T., 2008, INT REV RES OPEN DIS, V9, P1 Dayton D, 2004, TECH COMMUN-STC, V51, P207 Downes S., 2007, INTERDISCIPLINARY J, V3, P44 Educause Learning Initiative, 2006, ELI5013 Geser G., 2007, OPEN ED PRACTICES RE, P1 Hanselman M., 2009, UTAH STATE TODA 0226, P3 Kirkpatrick K. L., 2006, Searcher, V14 Lerman SR, 2002, ACADEME, V88, P23 Liebermann T, 2006, THESIS U CALGARY CAN Matkin G., 2005, DISTANCE ED REPORT, V9, P1 OCW Consortium, 2009, OCW CONS MEMB Rogers E., 2003, DIFFUSION INNOVATION Schroll D., 2007, THESIS WALDEN ONLINE Schumacker R. E., 2005, STANDARDS INTERPRETI Smith M. S., 2006, CHANGE, V38, P8, DOI 10.3200/CHNG.38.5.8-17 Tennant R, 2005, LIBR J, V130, P38 TORNATZKY LG, 1982, IEEE T ENG MANAGE, V29, P28 Trenin D. T., 2007, GIVING KNOWLEDGE FRE Vest C. M., 2006, EDUCAUSE REV, V41, P18 TC 0 Z9 0 SN 1492-3831 PY 2009 VL 10 IS 5 SI SI UT WOS:000208237700008 ER PT J AU Baker, J Thierstein, J Fletcher, K Kaur, M Emmons, J AF Baker, Judy Thierstein, Joel Fletcher, Kathi Kaur, Manpreet Emmons, Jonathan TI Open Textbook Proof-of-Concept via Connexions SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB To address the high cost of textbooks, Rice University's Connexions and the Community College Open Textbook Project (CCOTP) collaborated to develop a proof-of-concept free and open textbook. The proof-of-concept served to document a workflow process that would support adoption of open textbooks. Open textbooks provide faculty and students with a low cost alternative to traditional publishers' textbooks and can help to make higher education more affordable. Connexions provides a publishing platform for open textbook projects. The CCOTP acted as a liaison between community college faculty, open textbook authors, and Connexions. Challenges to the production and adoption of open textbooks include 1) faculty members' and students' expectations of high production quality and ancillaries for open textbooks, 2) methods for documenting and maintaining control over various versions, and 3) the process of converting existing open content to digital and accessible formats. Connexions holds promise as a means to overcome these challenges. Connexions identified lessons learned about open textbook production, such as the importance of a style guide, the advantage of assembly-line workflow, and the importance of naming conventions and standard math authoring tools. Connexions also identified lessons learned about open textbook use by students and faculty, e.g., the value of availability and customizability, the importance of interactivity, the difference in how faculty and students view modularity, and the importance of textbook reading navigational aids. The authors note that the CCOTP recommends using Connexions as the common repository for open textbook content in an effort to provide greater national and international access. CR Annand D., 2008, J INTERACTIVE ONLINE, V7, P152 Baker D., 2005, ARE COPYRIGHTS TXB S Baker J., 2008, NEW ENGLAND J HIGHER, V21, P30 Buczynski J. A., 2007, INTERNET REFERENCE S, V11, P169, DOI 10.1300/J136v11n04_11 Casserly C.M., 2008, OPENING ED COLLECTIV, P262 Davy T., 2007, SERIALS J SERIALS CO, V20, P98, DOI 10.1629/2098 Hobbs R., 2007, COST COPYRIGHT RESTR Park J., 2008, COLLABORATIVE STAT O Young J. R., 2008, CHRONICLE HIGHER ED TC 0 Z9 0 SN 1492-3831 PY 2009 VL 10 IS 5 SI SI UT WOS:000208237700004 ER PT J AU Brindley, JE Walti, C Blaschke, LM AF Brindley, Jane E. Walti, Christine Blaschke, Lisa M. TI Creating Effective Collaborative Learning Groups in an Online Environment SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts) from the Foundations course in the Master of Distance Education (MDE) program offered jointly by University of Maryland University College (UMUC) and the University of Oldenburg does not support the authors. original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes. CR Beaudoin M, 2003, REFLECTIONS TEACHING, P21 Bouchat C, 2007, LEARNING SOLUTI 1217 Brookfield S. D., 1995, BECOMING CRITICALLY Chapman C, 2005, INNOV EDUC TEACH INT, V42, P217, DOI 10.1080/01587910500167910 Chen P., 2008, INNOVATE, V4 Christiensen E., 1995, MAKING DISTANCE LEAR Curtis D. D., 2001, J ASYNCHRONOUS LEARN, V5, P21 Harasim L, 1998, LEARNING NETWORKS FI Jonassen D., 1995, AM J DISTANCE ED, V9, P7 Juwah C., 2006, INTERACTIONS ONLINE, P171 Kearsley G., 2000, ONLINE ED LEARNING T Kearsley G., TIPS TRAINING ONLINE Kop R., 2008, INT REV RES OPEN DIS, V9 Lin L, 2008, J ASYNCHRONOUS LEARN, V12 Palloff R. M., 1999, BUILDING LEARNING CO Palloff R. M., 2005, COLLABORATING ONLINE Porto S., 2006, MDE PROGRAM SELF ASS Sanders M, 2008, CHRONICLE HIGHE 0218 Shaw S, 2006, NEW REALITY WORKPLAC Siemens G., 2005, INT J INSTRUCTIONAL, V2 Siemens G, 2002, INTERACTION E LEARNI Smith L, 2003, REFLECTIONS TEACHING, P255 Swan K., 2011, DISTANCE EDUC, V22, P306, DOI DOI 10.1080/0158791010220208 Swan Karen, 2006, J ASYNCHRONOUS LEARN, V10, P45 TC 0 Z9 0 SN 1492-3831 PY 2009 VL 10 IS 3 UT WOS:000208237500012 ER PT S AU Burrus, CS AF Burrus, C. Sidney BE Wang, HF Neace, MB Zhu, YG Duch, W TI Open Education to Develop the Workforce and Expand the Economy SO PROCEEDINGS OF THE EIGHTH INTERNATIONAL CONFERENCE ON INFORMATION AND MANAGEMENT SCIENCES SE Series of Information and Management Sciences CT 8th International Conference on Information and Management Sciences CY JUL 20-28, 2009 CL Kunming, PEOPLES R CHINA AB A well educated workforce and professional population is absolutely necessary for a thriving business climate and a healthy economy. This is the foundation of the American, European, and parts of the Asian development. Indeed, concern over education is one of the top issues in virtually all countries that are trying to improve the quality of life for their citizens. Although there is disagreement as to how to achieve a high quality education, there is agreement that high quality educational resources should be available and accessible to all who want them. This paper looks at the Open Educational Resource movement as a means to efficiently create, maintain, disseminate, and use materials and content at a very low cost. A particular system called Connexions (www.cnx.org) is described for use in a very wide set of educational systems. CR BARANIUK RG, 2002, ASEE SEFI TUB INT C Baraniuk RG, 2008, COMMUN ACM, V51, P30, DOI 10.1145/1378727.1388950 BOLLIER D, 2008, VIRAL SPIRAL Burrus C Sidney, 2007, Educational Technology, V47 Bush V., 1945, ATLANTIC MONTHLY, V176, P101 DHOLAKIA UM, 2008, SOCIAL SOFTWARE DEV Iiyoshi T., 2008, OPENING ED COLLECTIV, P229 Kelty CM, 2008, P IEEE, V96, P1000, DOI 10.1109/JPROC.2008.921613 LESSIG L, 2001, FUTURE IDEAS TALE CO Levy P., 1995, COLLECTIVE INTELLIGE O'Donnell James, 1998, AVATARS WORD PAPYRUS Rogers E., 2003, DIFFUSION INNOVATION HIST CONTEXT OER DIFFUSION BUSINESS TC 0 Z9 0 SN 1539-2023 PY 2009 VL 8 BP 253 EP 255 UT WOS:000270433200047 ER PT J AU Elbeck, M Mandernach, BJ AF Elbeck, Matt Mandernach, B. Jean TI Journals for Computer-Mediated Learning: Publications of Value for the Online Educator SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB In contrast with traditional academic disciplines, online educators do not have a generally accepted list of scholarly journals, which is in part a result of the multidisciplinary nature of the field, the relative infancy of online learning, and the view of online pedagogy as an instructional modality rather than a discrete academic discipline. The purpose of this study is to determine a comprehensive listing and relative value ranking of scholarly journals whose content informs online educators and motivates scholarship. After defining the scope of investigation to target peer-reviewed, scholarly journals with an explicit focus on computer-mediated learning (e. g., virtual, electronic, distance, distributive, mobile, and blended learning), 46 scholarly journals were identified as advancing the knowledge base in computer-mediated learning. Popularity, importance, prestige, and overall rankings for each journal are presented. The results inform online educators about the range of scholarly journals available and provide insight into the relative value of journals devoted to computer-mediated learning. CR An L., 2003, J CHINA SOC SCI TECH, V22, P398 Baumgartner H, 2003, J MARKETING, V67, P123, DOI 10.1509/jmkg.67.2.123.18610 Bollen J, 2006, SCIENTOMETRICS, V69, P669, DOI 10.1007/s11192-006-0176-z Brin S, 1998, COMPUT NETWORKS ISDN, V30, P107, DOI 10.1016/S0169-7552(98)00110-X Cabell D.W.E, 2006, CABELLS DIRECTORY PU Cal Poly Pomona Library, 2009, SCHOL J Check SEO, 2009, CHECK SEARCH ENGINE Chen P, 2007, J INFORMETR, V1, P8, DOI 10.1016/j.joi.2006.06.001 Cornell University Library, 2009, DIST SCHOL J OTH PER Czinkota M. R., 2000, EUR J MARKETING, V34, P1305, DOI 10.1108/03090560010348461 Elbeck M, 2008, LIBR INFORM SCI RES, V30, P237, DOI 10.1016/j.lisr.2008.02.008 Grewal D., 2010, MARKETING Harter SP, 2000, J AM SOC INFORM SCI, V51, P1159, DOI 10.1002/1097-4571(2000)9999:9999<::AID-ASI1029>3.0.CO;2-P Hascall V.C., 2007, ASBMB TODAY 0716, P16 Hawes J. M., 2002, J ACAD BUSINESS ED, V3, P70 Hult G. T. M., 1997, J MARKETING ED, V19, P37, DOI 10.1177/027347539701900105 Jacso P., 2005, Online Information Review, V29, DOI 10.1108/14684520510628927 Jobber D., 1988, INT J RES MARK, V5, P137, DOI 10.1016/0167-8116(88)90065-1 Kearsley M., 1999, J MARKETING ED, V4, P181, DOI 10.1177/0273475399213004 KIM MT, 1991, COLL RES LIBR, V52, P24 Larson R.R, 1996, ASIS Luke R. H., 1987, J ACADEMY MARKETING, V15, P74, DOI 10.1007/BF02721957 Mason P.M., 1997, Q J BUSINESS EC, V36, P60 McCown F., 2007, JOINT C DIG LIB DCDL Meric F, 2002, BRIT MED J, V324, P577, DOI 10.1136/bmj.324.7337.577 Mylonopoulos NA, 2001, COMMUN ACM, V44, P29, DOI 10.1145/383694.383701 Nisonger TE, 1999, J AM SOC INFORM SCI, V50, P1004, DOI 10.1002/(SICI)1097-4571(1999)50:11<1004::AID-ASI6>3.0.CO;2-K Parnell J. A., 1997, MIDATLANTIC J BUSINE, V33, P69 Polonsky M. J., 2005, J MARKETING ED, V27, P189, DOI 10.1177/0273475305276842 Polonsky M.J., 2006, EUROPEAN BUSINESS RE, V18, P437, DOI 10.1108/09555340610711076 R&R Web design, 2008, TOP GLOB SEARCH ENG RICE BA, 1983, COLL RES LIBR, V44, P173 Rogers I., 2002, GOOGLE PAGERANK ALGO Rosenstreich Daniela, 2006, EUROPEAN BUSINESS RE, V18, P422, DOI 10.1108/09555340610711067 Search Engine Watch.com, 2007, MAJ SEARCH ENG DIR Shugan SM, 2003, MARKET SCI, V22, P437, DOI 10.1287/mksc.22.4.437.24904 Top25Web, 2009, GOOGL PAGERANK REP Vaughan L, 2003, J AM SOC INF SCI TEC, V54, P29, DOI 10.1002/asi.10184 Vaughan L, 2002, ASLIB PROC, V54, P356, DOI 10.1108/00012530210452555 TC 0 Z9 0 SN 1492-3831 PY 2009 VL 10 IS 3 UT WOS:000208237500003 ER PT J AU Fini, A AF Fini, Antonio TI The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB In 2008, a new term emerged in the already crowded e-learning landscape: MOOC, or massive open online course. Lifelong learners can now use various tools to build and manage their own learning networks, and MOOCs may provide opportunities to test such networks. This paper focuses on the technological aspects of one MOOC, the Connectivism and Connective Knowledge (CCK08) course, in order to investigate lifelong learners. attitudes towards learning network technologies. The research framework is represented by three perspectives: (a) lifelong learning in relation to open education, with a focus on the effective use of learning tools; (b) the more recent personal knowledge management (PKM) skills approach; and (c) the usability of web-based learning tools. Findings from a survey of CCK08 participants show that the course attracted adult, informal learners, who were not concerned about course completion. Time constraints, language barriers, and ICT skills affected the participants. choice of tools; for example, learners favoured the passive, time-saving mailing list over interactive, time-consuming discussions forums. Some recommendations for future MOOCs include highlighting the purpose of the tools (e.g., skill-building) and stating clearly that the learners can choose their preferred tools. Further research on sustainability and facilitator workload should be conducted to determine the cost and effectiveness of MOOCs. Investigation is also necessary to understand MOOC participant profiles as they relate to course outcomes and retention and whether terms such as course and attrition are appropriate in this context. CR Anderson T., 2005, DISTANCE LEARNING SO Anderson T, 2008, THEORY AND PRACTICE OF ONLINE LEARNING, 2ND EDITION, P1 Angelino L., 2009, J ED ONLINE, V6 Ardito C., 2006, Universal Access in the Information Society, V4, DOI 10.1007/s10209-005-0008-6 Attwell G., 2007, ELEARNINGPAPERS, V2 Cigognini M.E., 2009, WEB 2 0 BASED E LEAR Downes S., 2009, NEW TECHNOLOGY SUPPO Downes S, 2008, INTRO EDUPUNK Clarebout G, 2006, COMPUT HUM BEHAV, V22, P389, DOI 10.1016/j.chb.2004.09.007 Fini A., 2008, J E LEARNING KNOWLED, V4, P231 Iiyoshi T., 2008, OPENING ED COLLECTIV JISC, 2009, STUD EFF US SOC SOFT Leslie S., 2007, YOUR FAVOURITE LOOSE Liu N., 2009, EMPIRICAL INVESTIGAT Martin A, 2006, DIGITAL LITERACIES L, P3 Nash R. D., 2005, ONLINE J DISTANCE LE, V8 Nielsen J., 2000, END WEB DESIGN Nielsen J., 2007, WEB 2 0 CAN BE DANGE Nielsen J, 1999, DESIGNING WEB USABIL Pettenati M. C., 2009, SOCIAL SOFTWARE DEV Mason Robin, 2007, Internet and Higher Education, V10, DOI 10.1016/j.iheduc.2007.06.003 Rigutti S., 2008, J E LEARNING KNOWLED, V4, P221 Rubel S., 2008, RSS ADOPTION 11 IT M Shackel B., 1991, HUMAN FACTORS INFORM, P21, DOI DOI 10.1016/J.INTCO0M.2009.04.007 Siemens G., 2009, SOCIALIZATION INFORM Siemens G., 2004, CONNECTIVISM LEARNIN Siemens G., 2008, CONNECTIVISM CONNECT Siemens G., 2008, MOOC MEGA CONNECTIVI Siemens G., 2006, KNOWING KNOWLEDGE Weller M., 2007, VIRTUAL LEARNING ENV Wilson S., 2005, FUTURE VLE VISUAL VE Young J. R., 2008, CHRONICLE HIGHER ED TC 0 Z9 0 SN 1492-3831 PY 2009 VL 10 IS 5 SI SI UT WOS:000208237700007 ER PT J AU Friesen, N AF Friesen, Norm TI Open Educational Resources: New Possibilities for Change and Sustainability SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB In an attempt to understand the potential of OER for change and sustainability, this paper presents the results of an informal survey of active and inactive collections of online educational resources, emphasizing data related to collection longevity and the project attributes associated with it. Through an analysis of the results of this survey, in combination with other surveys of OER stakeholders and projects, the paper comes to an initial conclusion: Despite differences in priorities and emphasis, OER initiatives are in danger of running aground of the same sustainability challenges that have claimed numerous learning object collection or repository projects in the past. OER projects suffer from the same incompatibilities with existing institutional cultures and priorities that have dogged learning object initiatives, and they face the concomitant challenge of gaining access to the operational funding support that experience shows is necessary for their survival. However, through a review of one of the most successful of OER projects to date, the MIT Open Courseware Initiative, the paper ends by augmenting this significant caveat with a second, more hopeful conclusion: OER projects, unlike learning object initiatives, can accrue tangible benefits to educational institutions, such as student recruitment and marketing. Highlighting these benefits, it is argued, provides an opportunity to link OER initiatives to core institutional priorities. In addition to providing a possible route to financial sustainability, this characteristic of OER may help to foster the significant changes in practice and culture long sought by promoters of both learning objects and OERs. CR Allan Ken, 2008, PRIMER E LEARNING Carey T., 2003, CLOE Casey J., 2006, GERONIMOS CADILLAC L Caulfield M., 2008, OCW PRODUCTION OCWC Chiappe A., 2007, ED TECHNOLOGY RES DE, V55, P671, DOI 10.1007/s11423-007-9059-0 D'Antoni S., 2008, OPEN ED RESOURCES WA Downes S., 2004, DISTRIBUTED DIGITAL Friesen N., 2004, ONLINE ED USING LEAR, P59 Geser Guntram, 2007, OPEN ED PRACTICES RE Griffith R., 2003, LEARNING OBJECTS HIG Holzinger A., 2003, P INT 2003 ZUR, P777 Johnson L.F., 2003, ELUSIVE VISION CHALL MIT OCW, 2009, SIT STAT MIT OCW, 2005, MIT OPENCOURSEWARE 2 OCW Consortium, 2009, OCW CONS US UNESCO, 2009, WORLD HER UNESCO, 2002, FOR IMP OP COURS HIG Van der Klink M., 2004, INTEGRATED E LEARNIN, P151 Weller M., 2004, OPEN LEARNING, V19, P293, DOI 10.1080/0268051042000280147 Wiley D., 2000, INSTRUCTIONAL USE LE Yuan L., 2008, OPEN ED RESOURCES OP TC 0 Z9 0 SN 1492-3831 PY 2009 VL 10 IS 5 SI SI UT WOS:000208237700006 ER PT B AU Giovanni, F Manuel, G Davide, T Mario, A AF Giovanni, Fulantelli Manuel, Gentile Davide, Taibi Mario, Allegra BE Vlada, M Albeanu, G Popovici, DM TI Open learning resources as an opportunity for the teachers of the Net Generation SO ICVL 2009 - PROCEEDINGS OF THE 4TH INTERNATIONAL CONFERENCE ON VIRTUAL LEARNING CT 4th International Conference on Virtual Learning CY OCT 30-NOV 01, 2009 CL Jassy, ROMANIA AB In his paper we illustrate a solution to reduce the gap between teachers and the Net Generation. In the framework of an European funded project called Tenegen, based on a former project called Sloop, we encourage teachers to produce, share, comment, tag and modify Open Learning Objects, as their students are used to do on the Net with different types of information. In such a way, teachers are involved in network social activities, use Web 2.0 tools, and their learning objects are the examples of application of collective intelligence. To sum up, teachers emulate their students' learning behavior. RI Taibi, Davide/B-4116-2015; Gentile, Manuel/A-2784-2013 OI Taibi, Davide/0000-0002-0785-6771; Gentile, Manuel/0000-0001-6288-0830 CR [Anonymous], 2006, SCORM 2004 Atkins D. E., 2007, REV OPEN ED RESOURCE Cardinaels K., 2005, P ACM 1 59593 046 9 Collis B., 2004, J INTERACTIVE MEDIA, V4 European Commission, 2008, 2008 JOINT IN PRESS Fulantelli G., 2008, J INTERACTIVE MEDIA Fulantelli O., 2007, P OPENLEARN 2007 RES Gentile M., 2006, WSEAS T ADV ENG ED, V6, P586 Han P, 2008, J UNIVERS COMPUT SCI, V14, P1717 IEEE, 2002, 1484121 IEEE Masseroni M., 2005, P EXPO ELEARNING C F McCrindle M., 2006, NEW GENERATIONS WORK O'Reilly T., 2005, WHAT IS WEB 2 0 DESI OECD, 2007, GIV KNOWL FREE EM OP OLCOS, 2007, OP ED PRACT RES OLCO Prensky M., 2001, HORIZON, V9, P5, DOI DOI 10.1108/10748120110424816 Ravotto P., 2007, SLOOP SHARING LEARNI Siemens G., 2005, CONNECTIVISM LEARNIN VV.AA, 2006, REPORT DISCUSSION FR Wiley D. A., 2000, CONNECTING LEARNING TC 0 Z9 0 PY 2009 BP 257 EP 264 UT WOS:000302384000029 ER PT J AU Gurses, N Demiray, E AF Guerses, Nedim Demiray, Emine TI ORGANIZATIONAL COMMITMENT OF EMPLOYEES OF TV PRODUCTION CENTER (EDUCATIONAL TELEVISION ETV) FOR OPEN EDUCATION FACULTY, ANADOLU UNIVERSITY SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY AB In like manner as conventional education and teaching approaches distance education tends to model the same procedures. Indeed, formerly enriched on printed material served as a primary source. However, thanks to the developments in technology and evolution in education, computerised information has made inroads in distance education programmes. Moreover the radio and television also are fullfil the need of this particular program. At Anadolu University's Open Education Faculty's TV Production Centers (Educational TV-ETV) programs are produced consistent with the faculties adapted Open Education System. Since 1982, more than 5000 educational programs have been produced at the center. In this study, the views of employees at Anadolu University's Open Education Faculty's TV Production Center's organizational commitment level are analysed according to affective, continuance, normative commitment perspectives within the framework of Meyer and Allen model. In this study, an account of the TV Production Center is provided. Employee's commitment levels are also taken into consideration. Needless to say that to maintain higher success in practices, commitment to organization is very important. Hence, to assess the level of commitment to the organization, surveys were distributed to employees. The organizational commitment scale provided by Meyr and Allen was also implemented to monitor the results. In the study, organizational commitment within affective commitment, continuance commitment and normative commitment is analyzed. The survey was applied to 134 employees of TV Production Center and also face-to-face interviews were conducted. In the second stage, SPSS program was used for necessary analyses according to the demographics of employees (gender, age, and marital status, number of children, working duration, working unit, title and education) frequency test, t-test and Anova test were applied. CR ALKAN C, 1981, ACIK U UZAKTAN EGITI ALLEN NJ, 1990, J OCCUP PSYCHOL, P63 Askun I. C., 1979, TURK KULTUR SANAT YA Balay R, 2000, YONETICI OGRETMENLER Balci A., 2003, ORGUTSEL SOSYALLESME BAYRAM L, 2008, SAYISTAY DERGISI, P59 BOYLU Y, 2007, FINANS POLITIK EKONO, V44, P511 Celep C., 2000, EGITIMDE ORGUTSEL AD Cetin M. O., 2004, ORGUT KULTURU ORGUTS DUBIN R, 1975, ADM SCI Q, V20 *ETV, 1981, YAYINL RAP GUL H, 2002, EGE AKAD BAKIS, V2, P1 MEYER JP, 1987, RES B U W ONTARIO, V660 MEYER JP, 2001, HUMAN RESOURCE MANAG, P11 MORRIS T, 1993, HUMAN RESOURCE MANAG OLIVER N, 1990, J OCCUP PSYCHOL, V63, P1 OZKAYA MO, 2006, CELAL BAYARUNIVERSIT, V13, P2 SHELDON ME, 1971, ADM SCI Q, V16 WASTI SA, 2000, LIDERLIK INSAN KAYNA YALCIN A, 2005, BES YILDIZLI OTELLER Yuksel O., 2000, INSAN KAYNAKLARI YON TC 0 Z9 0 SN 2146-7242 PD JAN PY 2009 VL 8 IS 1 BP 39 EP 52 UT WOS:000263702600005 ER PT J AU Gultekin, M AF Gultekin, Mehmet TI Quality of Distance Education in Turkey: Preschool Teacher Training Case SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Distance education is used for teacher training at different levels and fields in Turkey. Launched in the 2000-01 academic year and still applied by Anadolu University, the Preschool Teacher Training Program is one of those programs offered by distance education. This study aims to evaluate Anadolu University's Preschool Teacher Training Program in Turkey by obtaining student opinions. A total of 1,026 senior students enrolled in the Preschool Education major at the Open Education Faculty of Anadolu University participated in the survey. A questionnaire to determine the opinions of students about the program was used as a means of data collection. Means (X) and standard deviations (SD) were employed to analyze the survey data. The results showed that although the teacher candidates study at a good level, they do not have a good record of watching the television programs. The results also revealed that the opinions of teacher candidates about the textbooks, television programs, teaching practices, and academic assistance services are positive. CR Anadolu University, 2004, PROGR PRESCH ED Anderson B., 2005, DISTANCE TEACHER ED Bir A. A., 1996, 1995 1996 ACAD YEAR Brophy M., 1983, TEACHING DISTANCE, V23, P40 Buckley H., 1993, COURSE COMPLETION SU Burnham B. R., 1987, OMNIBUS PRACTICE RES, V11, P8 Candemir A., 2002, S OP DIST ED TURK Carr R., 2002, J IN SERVICE ED, V28, P163, DOI 10.1080/13674580200200200 Chivore B. R. S., 1992, EDI DEV POLICY CASE, V9 Cooper H, 2001, J VISUAL IMPAIR BLIN, V95, P563 Demiray U., 1993, INT SURVEY DISTANCE Edwards F., 2005, J EDUC TEACHING, V31, P25, DOI 10.1080/02607470500043557 Evans T., 1994, UNDERSTANDING LEARNE Evans T., 1993, DISTANCE ED TEACHER Fung Y. Y. H., 2005, OPEN LEARNING, V20, P175, DOI 10.1080/02680510500094231 Greer L. B., 1998, ANN C INT SOC EXPL T Gruenhagen K, 1999, RURAL SPEICAL ED Q, V18 Gultekin M., 2006, TURKISH ONLINE J DIS, V7 Gultekin M., 2004, PRACTICAL MANUAL PRE, P1 Gultekin M., 2006, TURKISH ONLINE J ED, V5 Hakan A., 1991, EVALUATION 2 YEAR UN Hakan A., 2004, EVALUATION GRADUATE Jackson B. G., 2006, DISTANCE TECHNOLOGY Kim J. W., 2000, ON LINE SECONDARY TE Kim J. W., 1999, SEM HOST I PED ED RE Lea M., 2000, USE OPEN DISTANCE LE Martinez A., 2002, DISTANCE LEARNING TE Miller E., 2000, P DIST ED SMALL STAT Moon B., 1997, EUROPEAN J TEACHER E, V20, P193 Murphy K., 1993, INT SURVEY DISTANCE Nielsen H., 1991, BRIDGES RES REPORT S, V9 Ozer B., 1989, THESIS ANADOLU U ESK Ozer B., 1993, ACQUISITION TEACHER Perraton H., 2001, TEACHER ED DISTANCE Perraton H., 2002, TEACHER ED GUIDELINE Pham M., 2002, DISTANCE ED TEACHER Phillion J. A., 2004, J COMPUTING TEACHER, V20, P63 Prescott W., 1993, TEACHER ED OPEN DIST Robinson B., 2003, TEACHER ED OPEN DIST Russell T. L., 1996, SIGNIFICANT DIFFEREN Sakar N., 2002, RES OPINIONS SUDENTS Schlosser C. A., 1994, DISTANCE ED REV LIT Sherestha G., 1997, REV CASE STUDIES REL Stobart S., 2002, TURKISH ONLINE J DIS, V3 Stubbs S. T., 1990, AM J DISTANCE ED, V4, P25 Usun S., 2003, TURKISH ONLINE J DIS, V4 Yasar S., 2006, INT DIST LEARN IODL Yasar S., 2006, 4 INT C MULT INF COM Yates C., 2000, TEACHER ED DISTANCE Yuksel A. H., 1987, J NATL ED, V74, P48 Yuksel C., 1990, THESIS ANADOLU U ESK TC 0 Z9 0 SN 1492-3831 PY 2009 VL 10 IS 2 UT WOS:000208237400004 ER PT B AU Harrison, L AF Harrison, Laurie BE Salajan, F TI Open Access Open Grad Students SO PROCEEDINGS OF THE 4TH INTERNATIONAL CONFERENCE ON E-LEARNING CT 4th International Conference on e-Learing CY JUL 16-17, 2009 CL Toronto, CANADA HO Univ Toronto AB Support for Open Access (OA) as an accepted model for scholarly publishing is changing the academic landscape for today's graduate students. The Open Access movement has the potential to impact many facets of the graduate experience. This may include participation in peer-reviewed publishing initiatives, learning to become members of the community of researchers and producers of scholarly works, and finally, involvement in the Open Education Resource (OER) movement. Graduate student participation in student peer-reviewed journals is increasing as tomorrow's scholars seek both the experience of the publishing process first hand, as well as the opportunity to get a professional "foot in the door". Current OA journals using efficient Open Journal System (OJS) tools and work flows provide a low-cost, inclusive point of access and play an important role in introducing the critical peer review process to future faculty and researchers. When we are educating graduate students, acquiring confidence in the practice of scholarly research, writing and review is as important as the discipline-specific expertise. Many of our students may find OA publishing of their thesis to be an important step in their induction into the academy. At the University of Toronto the eThesis initiative requires that all graduate students contribute their thesis or dissertation to the institutional repository where it may be immediately accessed to scholars in their field and prioritized by primary scholarly search engines. The policy and practice related to OA publishing observed within the university environment will inform their understanding of cultural norms. This eThesis program provides an early exposure to Open Access publishing practice. Finally, as global citizens, our students value the opportunity to share their work beyond the borders of the relatively wealthy western world institutions of higher education, and also to access resources beyond the subscription limitations of their own place of study. New patterns of practice rooted in a new culture of social networking are emerging for the graduate student community. CR Atkins D. E., 2007, REV OPEN ED RESOURCE BIRD G, 2008, P 12 INT C EL PUBL H BRETT C, 2005, ED MEDIA WORLD C ED Conrad C. F., 1998, NEW DIRECTIONS HIGHE, V101, P65 *ES, 2009, ONT J HUNG POV FYFFE R, 2008, C RL NEWS, V69 KURZEL F, 2008, ATN ASS C AD AUSTR N LEE A, 2000, RES KNOWLEDGE WORK *T SPAC, 2009, SCH GRAD STUD COLL *U TOR SCH GRAD ST, 2009, EL THES DISS WILLINSKY J, 2005, J DIGITAL INFORM TC 0 Z9 0 BN 978-1-906638-37-5 PY 2009 BP 191 EP 196 UT WOS:000274016700025 ER PT B AU Kadar, M Achim, M Popescu, T AF Kadar, Manuella Achim, Moise Popescu, Teodora BE Oprean, C Grunwald, N Kifor, CV TI CLOUD COMPUTING: A NEW CHALLENGE FOR ENGINEERING AND BUSINESS EDUCATION SO BALKAN REGIONAL CONFERENCE ON ENGINEERING AND BUSINESS EDUCATION & ICEBE, VOLS I AND II, CONFERENCE PROCEEDINGS CT 5th Balkan Region Conference on Engineering and Business Education/2nd International Conference on Engineering and Business Education CY OCT 15-17, 2009 CL Sibiu, ROMANIA HO Lucian Blaga Univ AB The paradigm of Cloud Computing offers a growing variety of services available on the World Wide Web and represents an innovative and rapidly developing technology market space. In this paper we discuss new approaches in open education and collaborative learning facilitated by the rise of Web 2.0. Questions to be answered are connected to the relationship between the innovative educational services and the expected outcomes, the ways students approach and use information, how well do such environments currently support and promote collaborative work, at what extend they encourage creativity among users, if they offer services and features that students do not already have in campus halls and labs A critical understanding of cloud computing is essential to leverage the opportunities and benefits this new computing paradigm offers. RI Popescu, Teodora/C-3481-2012; Kadar, Manuella/C-7050-2012 OI Popescu, Teodora/0000-0001-6933-623X; CR BENKLER Y, 2008, U NETWORKED EC SOC C, P51 JOHN L, 2009, CLOUD COMPUTINGS TOP MANUELLA K, 2008, CONTRIBUJIA INVAJAMA PETER M, 2009, DRAFT NIST WORKING D *SUN MICR INC, 2009, INTRO CLOUD COMP ARC, P13 TC 0 Z9 0 BN 978-973-739-848-2 PY 2009 BP 134 EP 138 UT WOS:000273607900029 ER PT J AU Lane, A AF Lane, Andy TI The Impact of Openness on Bridging Educational Digital Divides SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Openness has been a feature of higher education for many decades, particularly through the establishment of open universities, although there remain debates about what openness means in practice. Digital technologies, some based on open principles, and digital content, aided by open licences, have both contributed recently to an extension of what is deemed possible under the heading of openness. Nevertheless, while in principle there may be greater degrees of openness available in higher education it does not mean in practice that many people can still readily avail themselves of these new opportunities to learn, not just because they do not have access to digital technologies but personal circumstances mean they also lack the necessary skills and the confidence to use such technologies in general or for education in particular. In fact it can be argued that this new openness, characterised mainly through the open educational resources movement, may actually widen rather than bridge the digital and educational divides between groups, both within and across national boundaries, through the increasing sophistication in technologies and the competencies expected of learners. This paper reviews some of the evidence supporting these different areas of interest and attempts to provide a synthesis of them. It then argues that actions may be required by many inter-mediaries to help to reduce the diverse social and cultural digital divides within education, including through the mediated use of open educational resources between teachers and learners. CR Anderson T., 2009, OPEN DISTANCE E LEAR Bissell A., 2009, OPEN LEARNING J OPEN, V24, P97, DOI DOI 10.1080/02680510802627886 Carson S., 2009, OPEN LEARNING J OPEN, V24, P23 Casserly C., 2008, OPENING ED COLLECTIV, P261 Caswell T., 2008, INT REV RES OPEN DIS, V9 Cooper M, 2008, LECT NOTES COMPUT SC, V5105, P926, DOI 10.1007/978-3-540-70540-6_139 Enoch Y., 2008, OPEN LEARNING J OPEN, V21, P99 Gilster P., 1997, DIGITAL LITERACY Gourly B., 2009, OPEN LEARNING J OPEN, V24, P57, DOI DOI 10.1080/02680510802627845 Haklev S., 2009, OPENED 2009 C VANC C Huijser H., 2008, INT REV RES OPEN DIS, V9 Ilyoshi T., 2008, OPENING ED COLLECTIV Khokhar B., 2007, 12 CAMBR INT C OP DI Kirkwood A., 2006, LEARNING MEDIA TECHN, V31, P117, DOI 10.1080/17439880600756654 Kirkwood A, 2006, COMPUT EDUC, V47, P316, DOI 10.1016/j.compedu.2004.11.002 Kumar M. S. V., 2009, OPEN LEARNING, V24, P77 Lane A.B., 2008, P 5 PAN COMM FOR OP Lane A.B., 2009, P ICDE 2009 C Lane AB, 2008, TOWER CLOUD HIGHER E, P158 Martin A., 2009, ELEARNING PAPERS, V12 McAndrew P., 2009, OPENLEARN RES REPORT Nielsen J., 2006, DIGITAL DIVIDE 3 STA Norris Pippa, 2001, DIGITAL DIVIDE CIVIC Schaffert S., 2008, ELEARNING PAPERS Selwyn N., 2007, DIGITAL DIVIDE RETHI Tait A., 2008, OPEN LEARNING J OPEN, V23, P85, DOI DOI 10.1080/02680510802051871 The Open University, 2009, OU OUR MISS van Dijk J, 2003, INFORM SOC, V19, P315, DOI 10.1080/01972240390227895 Veugelers M., 2009, ELEARNING PAPERS, V12 Wiley D., 2009, OPEN LEARNING J OPEN, V24, P11, DOI DOI 10.1080/02680510802627746 Wilson Tina, 2008, INT REV RES OPEN DIS, V9 TC 0 Z9 0 SN 1492-3831 PY 2009 VL 10 IS 5 SI SI UT WOS:000208237700003 ER PT B AU Manuel, G Giovanni, F Davide, T Mario, A AF Manuel, Gentile Giovanni, Fulantelli Davide, Taibi Mario, Allegra BE Vlada, M Albeanu, G Popovici, DM TI The evolution of Learning Object repository: Towards the Learning Object Management System and dynamic use of metadata SO ICVL 2009 - PROCEEDINGS OF THE 4TH INTERNATIONAL CONFERENCE ON VIRTUAL LEARNING CT 4th International Conference on Virtual Learning CY OCT 30-NOV 01, 2009 CL Jassy, ROMANIA AB In this paper we illustrate how a dynamic vision of the metadata concept can dramatically improve the management of Learning Objects. Specifically, the ideas elaborated in this paper are contributing to the improvement- in terms of effectiveness and usability of Learning Objects - of FreeLOms, a Learning Object Management System we have developed in the framework of the EU-funded SLOOP Project, Sharing Learning Objects in an Open perspective. RI Taibi, Davide/B-4116-2015; Gentile, Manuel/A-2784-2013 OI Taibi, Davide/0000-0002-0785-6771; Gentile, Manuel/0000-0001-6288-0830 CR ADL, 2001, SHAR CONT OBJ REF MO [Anonymous], 2007, CONCEPTUAL BASE SCHE Brasc J., 2003, P 3 ANN AR C LEUV BE Broisin J., 2005, Proceedings. Advanced Industrial Conference on Telecommunications/Service Assurance with partial and Intermittent Resources Telecommunications Workshop BROOKS C, 2006, ENG EDUC, V16, P50 Cardinaels K., 2007, THESIS KATHOLIEKE U Cardinaels K., 2005, P ACM 1 59593 046 9 Cardinaels K., 2006, P INN APPR LEARN KNO, P74 Collis B., 2004, J INTERACTIVE MEDIA, V4 Dahl D., 2007, P IADIS INT C ELEARN Duval E, 2006, COMPUTER, V39, P96, DOI 10.1109/MC.2006.103 Duval E., 2003, ALT PAP TRACKS P 12 DUVAL E., 2002, D LIB MAGAZINE, V8, P4 Forte E., 1999, SIGMOD Record, V28 Freyne J., 2004, P 3 INT C AD HYP AD, P95 Fulantelli G., 2007, P OP 2007 RES OP CON Gentile M., 2006, WSEAS T ADV ENG ED, V6, P586 Greenberg J., 2004, J INTERNET CATALOGIN, V6, P58 Han P, 2008, J UNIVERS COMPUT SCI, V14, P1717 Hatala M., 2003, P 12 INT C WORLD WID IEEE, 2002, 1484121 IEEE ISO, 2003, 158362003 ISO Lehmann L, 2008, IEEE T LEARN TECHNOL, V1, P75, DOI 10.1109/TLT.2008.9 Masseroni M., 2005, P EXPO ELEARNING C F Motelet O., 2006, P 6 INT C ADV LEARN, P563 Motelet O., 2005, P OTM WORKSH 2005, P1159 Ochoa X., 2006, CONTEXT AWARE SERVIC, P697 Sampson D., 2004, P 4 IEEE INT C ADV L, P1072 Strijker A., 2004, THESIS U TWENTE NETH Van Assche F., 2006, HDB QUALITY STANDARD Wiley D. A., 2000, CONNECTING LEARNING TC 0 Z9 0 PY 2009 BP 349 EP 356 UT WOS:000302384000040 ER PT J AU McGreal, R AF McGreal, Rory TI A Case Study of an International E-Learning Training Division: Meeting Objectives SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB This paper presents an evaluation of the work of the Commonwealth of Learning's (COL) eLearning with International Organisations (eLIO) section. Participants in the investigation included a representative sample of the learners (N = 15), their supervisors (N = 5), and the COL staff, including all of the eLIO staff (N = 10). The methodology consisted of an examination of all relevant documents, interviews that formed a learning history, and a sample survey. The investigation concluded that the eLIO achieved its goal of developing a distance learning model, and it met or exceeded identified objectives, with a high degree of satisfaction expressed by all participants. This included teaching +2000 satisfied learners; partnering with eight international organizations; achieving a 62% female participation rate and a high completion rate (75%) in the courses provided; testing, piloting, and delivering two new elearning courses; conducting needs analyses; recruiting/training highly qualified tutors; monitoring; and using appropriate technologies. Shortcomings of the programmes include the lack of pre- and post-tests, little analysis of pricing structures, some unclear instructions (a need for plain English), unclear copyright licensing, only very limited use of available OER software, and the absence of a succession plan for the manager. Based on the high level of satisfaction among all participants, it was recommended that the section maintain its present work and address these shortcomings. CR [Anonymous], EFF FOSS EN RES 1978 [Anonymous], 2001, EN RES DOE WAS IT WO CLARK RE, 1983, REV EDUC RES, V53, P445, DOI 10.3102/00346543053004445 Commonwealth of Learning, 2008, LESTS PART LIST Commonwealth of Learning, EV REQ BAS INF Commonwealth of Learning, 2007, L4L AK EL IOS EV PLA Commonwealth of Learning, 2007, 12 WHOUNAIDS COMM LE Commonwealth of Learning, 2002, TECHN PROP WRIT EFF Commonwealth of Learning, 2007, RES WHO JUN 2007 SES Commonwealth of Learning, 2007, EV REQ BAS INF Commonwealth of Learning, 2007, WRIT EFF UNICEF SUBM Commonwealth of Learning, 2008, INT LAB ORG WRIT EFF Commonwealth of Learning, 2008, EL INT ORG Commonwealth of Learning, 2008, WORLD BANK HRSLO WRI Commonwealth of Learning, ONL EV REP IN PRESS Commonwealth of Learning, PROP IFRC Commonwealth of Learning, 1999, FIN PROP UNHCR BID Commonwealth of Learning, 2007, WORLD BANK HRSLO REP Commonwealth of Learning, 2008, PIL WRIT EFF UNICEF Commonwealth of Learning, 2002, TECHN PROP AIDS WHO Commonwealth of Learning, 2006, LEARN DEV 2006 2009 Commonwealth of Learning, 2007, WHO WRIT EFF WHO Commonwealth of Learning, 2007, TECHN PROP WRIT EFF Commonwealth of Learning, 2008, COMM LEARN DISC AR L Commonwealth of Learning, 2008, OIOS COURS AN Commonwealth of Learning, 2007, SUBM CADE AW EXC PRO Commonwealth of Learning, 2008, MONTHL PROGR REP WHO Commonwealth of Learning, WRIT AUD REP OIOS DE Cruickshank D. R, 1990, RES INFORM TEACHERS Dunlop C, 2005, WRITING EFFECTIVELY Flyvbjerg B, 2006, QUAL INQ, V12, P219, DOI 10.1177/1077800405284363 Hills H, 1999, OPEN DISTANCE LEARNI John K, 2005, WRITING EFFECTIVELY Kwan A, 2005, PAN COMMONWEALTH FOR Kwan A., 2006, PAN COMMONWEALTH FOR Kwan A., 2005, DESIGNING DISTANCE E Kwan A, 2008, LEARNING LIVELIHOOD Kwan A, 2005, PAN COMMONWEALTH FOR Kwan A, 2008, LEARNING LIVELIHOODS Kwan A, 2006, BUSINESS PLAN COL PR Kwan A, 2002, PAN COMMONWEALTH FOR Kwan A, 2005, ELEARNING INT ORG Leedy P. D., 1993, PRACTICAL RES PLANNI Lentell H., 2004, INT REV RES OPEN DIS, V5 Long L. K., 2009, ONLINE J DISTANCE LE, V12 MATHUR R., 2007, ONLINE J DISTANCE LE, V10 Murphy D, 2003, EVALUATION REPORT CO Nchindila B, 2007, ONLINE J DISTANCE LE, V10 Nunan D., 1992, RES METHODS LANGUAGE O'Rourke J, 2003, RETHINKING LEARNER S Oliveira L. R. d., 2003, ONLINE J DISTANCE LE, V6, P4 Roth G., LEARNING HIST RES PR Ruhe V., 2006, ONLINE ASSESSMENT ME, P203 Ruhe V, 2002, COURSE WRITING EFFEC Shale D, 2002, EVALUATION REPORT WH Spaven P, 2006, EVALUATION 2003 2006 Trevor-Smith H, 2008, TRANSNATIONAL PROGRA Walker R., 2004, TUTORS FEEDBACK COUR Walker R., 2005, IMPACT EFFECTIVE WRI Wilson M, 2006, EVALUATION REPORT WR Wilson M, 2007, WORLD BANK REPORT WR Yin RK, 1994, CASE STUDY RES DESIG TC 0 Z9 0 SN 1492-3831 PY 2009 VL 10 IS 6 BP 1 EP 20 UT WOS:000208237800002 ER PT B AU Meiszner, A Moustaka, K Stamelos, I AF Meiszner, Andreas Moustaka, Katerina Stamelos, Ioannis BE Cordeiro, J Shishkov, B Verbraeck, A Helfert, M TI A HYBRID APPROACH TO COMPUTER SCIENCE EDUCATION A Case Study: Software Engineering at Aristotle University SO CSEDU 2009: PROCEEDINGS OF THE FIRST INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION, VOL I CT 1st International Conference on Computer Supported Education CY MAR 23-26, 2009 CL Lisbon, PORTUGAL AB Traditionally one characterization of formal education has been that it is 'closed', resulting in the fact that learning spaces with their educational materials, and individual students' learning processes and outcomes remain unavailable for the general public. The hybrid approach to Software Engineering piloted at Aristotle University during the winter semester 2008 / 2009 on the other hand builds upon the way learning and knowledge creation at the participatory web takes place, in particular within the Free / Libre Open Source Software (FLOSS) communities. This is to say that on the hand the learning environment used at this course is open for participation of any individual interested at the subject (inviting in), and on the other hand Aristotle's software engineering students are engaging at students driven small scale learning projects, with each of those learning projects being associated to an open source project (sending out). This combination of 'inviting in' and 'sending out' is what we like to call a hybrid approach. One objective of the hybrid approach is to provide the foundation required for an evolutionary growing learning ecosystem where learning processes and outcomes have the potential to become learning resources for future students and therefore connecting content to discourse. CR Adler R. P., 2008, EDUCAUSE REV, V43, P16 DEMAZIERE D, 2007, FREE SOFTWARE DEV WO DEPAULA RF, 2001, P EUR C COMP SUPP CO FISCHER G, 2007, P INT 2007 C RIO DE *FLOSSCOM, 2008, REP ART PRES GLOTT R, 2007, FLOSSCOM PHAS 1 REP GROOM M, 2007, USING WIKIPEDIA REEN HEMETSBERGER A, 2006, LEARNING KNOWLEDGE B MEISZNER A, 2008, FREE LIBRE OPEN SOUR MEISZNER A, 2007, COMMUNICATION TOOLS Mockus A., 2000, Proceedings of the 2000 International Conference on Software Engineering. ICSE 2000 the New Millennium, DOI 10.1109/ICSE.2000.870417 SCHMIDT JP, 2007, NEWSLETTER 0913 Sowe S, 2006, INFORM SOFTWARE TECH, V48, P1025, DOI 10.1016/j.infsof.2005.12.019 WELLER M, 2008, FLOSSCOM PHASE 2 REP WILKOFF B, 2007, K12 ONL C 2007 TC 0 Z9 0 BN 978-989-8111-82-1 PY 2009 BP 39 EP 46 UT WOS:000267757000012 ER PT B AU Petrenko, A Rubanov, V Petrenko, O AF Petrenko, Alexander Rubanov, Vladimir Petrenko, Olga BE Cordeiro, J Shishkov, B Verbraeck, A Helfert, M TI CREATING OPEN EDUCATIONAL ENVIRONMENT BASED ON OPEN-SOURCE SOFTWARE PROJECTS SO CSEDU 2009: PROCEEDINGS OF THE FIRST INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION, VOL II CT 1st International Conference on Computer Supported Education CY MAR 23-26, 2009 CL Lisbon, PORTUGAL AB The paper discusses principles of open education as the main method of effective education style for talented students. It is shown how open-source software development projects can naturally implement these principles for teaching software engineering courses. This is proved by examples of successful open education environments created at the System Programming sub-faculties of the two Russian top-ranked universities - Moscow State University and Moscow Institute of Physics and Technology (Phystech). These sub-faculties are run jointly with the Institute for System Programming of the Russian Academy of Sciences, the leading Russian research & development government organization in the field of software engineering. RI Petrenko, Alexander/D-8658-2014 OI Petrenko, Alexander/0000-0001-7411-3831 CR Commission of the European Communities, 2000, MEM LIF LEARN HUITT W, 1997, P 5 ANN GULF S BUS V KULIAMIN V, 2006, P ISPRAS, V9, P237 KULIAMIN V, 2005, P SEEFM 2005 ORCH MA PETRENKO A, 2008, P 3 C OP SOURC ED PE *US DEP LAB, 1991, SCANS REP AM 2000 WH TC 0 Z9 0 BN 978-989-8111-82-1 PY 2009 BP 235 EP 238 UT WOS:000267757200042 ER PT B AU Qu, ZM Hou, W AF Qu Zhiming Hou Wei GP IEEE Comp Soc TI Application of Network Learning Theory and Design Principle in CAI Based on Clustering Algorithm and Rough Set SO 2009 SECOND INTERNATIONAL CONFERENCE ON EDUCATION TECHNOLOGY AND TRAINING CT 2nd International Conference on Education Technology and Training CY DEC 13-14, 2009 CL Sanya, PEOPLES R CHINA AB From the point of view of modern educational technology development, the development process CAI from single computer to network is introduced. Through the induction of learning theory and education theory in different stages, the modern CAI and its main development mode are analyzed. Combining with computer software technology and network technology development, the system design of an open CAI platform is put forward. Using the network platform, the basic concepts and theories requirements of modern education theory and learning theory are realized. Using clustering algorithm and rough set theory, the application of network learning theory and design principle in CAI is studied. The results show that, with the continuous development of network technology, application of network learning theory and design principle in the fields of CAI will play an increasingly important role. In conclusion, in the near future, a truly mature and open learning environment will be able to build to achieve the greatest range of educational resources sharing, which makes the popularity of CAI into reality. CR CHEN HT, 2006, APPL NETWORK TECHNIQ Han J., 2001, DATA MINING CONCEPTS LIANG LY, 2005, J ENG MATH, V17, P106 [??? Ma Yuliang], 2004, [????, Journal of China Coal Society], V29, P626 PAWLAK Z, 1982, INT J COMPUT INF SCI, V11, P341, DOI 10.1007/BF01001956 [?? Shi Hong], 2003, [?????, Computer Engineering], V29, P1 WEN Q, 2007, J S CENTRAL U NATL N, V26, P84 Z Pawlak, 1992, ROUGH SET THEORETICA TC 0 Z9 0 BN 978-0-7695-3936-2 PY 2009 BP 167 EP 170 DI 10.1109/ETT.2009.9 UT WOS:000290060700043 ER PT J AU Schmidt, JP Geith, C Haklev, S Thierstein, J AF Schmidt, Jan Philipp Geith, Christine Haklev, Stian Thierstein, Joel TI Peer-To-Peer Recognition of Learning in Open Education SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Recognition in education is the acknowledgment of learning achievements. Accreditation is certification of such recognition by an institution, an organization, a government, a community, etc. There are a number of assessment methods by which learning can be evaluated (exam, practicum, etc.) for the purpose of recognition and accreditation, and there are a number of different purposes for the accreditation itself (i.e., job, social recognition, membership in a group, etc). As our world moves from an industrial to a knowledge society, new skills are needed. Social web technologies offer opportunities for learning, which build these skills and allow new ways to assess them. This paper makes the case for a peer-based method of assessment and recognition as a feasible option for accreditation purposes. The peer-based method would leverage online communities and tools, for example digital portfolios, digital trails, and aggregations of individual opinions and ratings into a reliable assessment of quality. Recognition by peers can have a similar function as formal accreditation, and pathways to turn peer recognition into formal credits are outlined. The authors conclude by presenting an open education assessment and accreditation scenario, which draws upon the attributes of open source software communities: trust, relevance, scalability, and transparency. CR Altbach P. G., 1999, AM HIGHER ED 21 CENT Atkins D. E., 2007, REV OPEN ED RESOURCE Becker G. S., 1964, HUMAN CAPITAL Benkler Y., 2008, TOWER CLOUD HIGHER E, P51 Benkler Yochai, 2007, WEALTH NETWORKS Berg I, 1971, ED JOBS GREAT TRAINI BILLS DB, 1988, SOCIOL QUART, V29, P439, DOI 10.1111/j.1533-8525.1988.tb01263.x Bordieu P., 1973, KNOWLEDGE ED CULTURA, P71 Boylan D., 1993, SOCIOL EDUC, V66, P206 BROWN DK, 2001, SOCIOL EDUC, V74, P19, DOI 10.2307/2673251 Carraccio C, 2004, TEACH LEARN MED, V16, P381, DOI 10.1207/s15328015tlm1604_13 Collins R., 1979, CREDENTIAL SOC HIST Crawford Walt, 2006, CITES INSIGHTS, V6, P1 Desrochers D. M., 2001, HELP WANTED CREDENTI Dickson P., 2005, M N AM COUNC ONL LEA Dore R., 1976, DIPLOMA DIS ED QUALI Dornbusch SM, 1996, ANNU REV PSYCHOL, V47, P401, DOI 10.1146/annurev.psych.47.1.401 Downes S., 2007, OPEN SOURCE ASSESSME Downes S., 2005, ELEARN MAGAZINE Earl L., 2006, RETHINKING CLASSROOM Geith C., 2008, J ASYNCHRONOUS LEARN, V12 Geith C., 2008, TOWER CLOUD HIGHER E Geith C., 2008, OCWC CONCEPT DISCUSS Geith C., 2008, SERIES POSTS OSS OER Hirst T., 2008, TIME BUILD TRUST OPE Illich I., 1971, DESCHOOLING SOC Josang A, 2007, DECIS SUPPORT SYST, V43, P618, DOI 10.1016/j.dss.2005.05.019 Katz R. N., 2008, TOWER CLOUD HIGHER E Keats D., 2007, 1 MONDAY, V12 Kohl K. J., 2000, SERIES HIGHER ED AM Konrad J., 2001, ACCREDITATION PRIOR Lave J., 1991, SITUATED LEARNING LE Liyoshi T., 2008, OPENING ED COLLECTIV Lovett M., 2008, OPEN LEARNING UNPUB Marti S, 2006, COMPUT NETW, V50, P472, DOI 10.1016/j.comnet.2005.07.011 Matkin G. W., 2008, OPENING GATE LEARNIN Morrison H., 2007, ARE OPEN ACCESS J 10 Murnane R., 2004, NEW DIVISION LABOR C Norman D., 2008, 3 PARTS OPEN ED OECD, 2006, PISA 2006 SCI COMP T, V1 Schmidt J.P., 2008, P 4 BARC C HIGH ED Schmidt J.P., 2007, OPEN SOURCING ED LEA Schoder D., 2005, P2P COMPUTING EVOLUT Schoder D, 2003, COMMUN ACM, V46, P27, DOI 10.1145/606272.606294 Siemens G., 2008, HIST OPEN CONTENT Siemens G., 2005, CONNECTIVISM LEARNIN TYLER W, 1982, BRIT J SOCIOL EDUC, V3, P161, DOI 10.1080/0142569820030204 van Gennip NAE, 2009, EDUC RES REV-NETH, V4, P41, DOI 10.1016/j.edurev.2008.11.002 Voorhees R. A., 2001, NEW DIRECTIONS I RES Wellman J. V., 2003, NEW DIRECTIONS HIGHE, P122 Wiley D., 2008, OPEN ACCREDITATION Wiley D., 2008, MORE 3 PARTS OPEN ED Wolanin T. R., 2003, NEW DIRECTIONS HIGHE, P100 Young J., 2008, CHRONICLE HIGHE 1003 TC 0 Z9 0 SN 1492-3831 PY 2009 VL 10 IS 5 SI SI UT WOS:000208237700005 ER PT J AU Thakrar, J Zinn, D Wolfenden, F AF Thakrar, Jayshree Zinn, Denise Wolfenden, Freda TI Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development. The TESSA consortium (13 African institutions and 5 international organisations delivering teacher education across 9 countries) designed and produced a bank of open educational resources (OERs) to guide teachers. classroom practices in school-based teacher education. Drawing on examples from the TESSA consortium and from the University of Fort Hare, South Africa, the authors categorize the forms of TESSA OER integration as highly structured, loosely structured, or guided use. The paper concludes by outlining success factors for the integration of OERs: accessibility, adequate resources, support for teachers, accommodation of local cultural and institutional practices, and sustainable funding. RI Roekenes, Fredrik Moerk/F-5382-2013 CR Adekola O. A, 2007, LANGUAGE LITERACY LE Annan K, 2005, USD200 MILLION PLEDG Atkins D. E., 2007, REV OPEN ED RESOURCE Department of Education, 2006, NAT POL FRAM ED ED D Department of Education, 2005, ED FUT M ED SHORT AC Department of Education, 2006, NAT POL FRAM TEACH E Department of Education, 2003, DRAFT WHIT PAP E ED Department of Education, 2009, ED STAT S AFR 2007 Department of Education, 2008, 48 SESS INT C ED INC Downes S., 2007, INTERDISCIPLINARY J, V3, P29 Elmore R. F., 2000, BUILDING NEW STRUCTU Elmore R. F, 2000, LEADING PROFESSIONAL Farrell G., 2007, SURVEY ICT ED AFRICA, V2 Geser Guntram, 2007, OPEN ED PRACTICES RE Kirk J., 2007, ID21 INSIGHTS ED Lawrence L., 2006, ED SOCIAL TRANSFORMA Leach J, 2005, DEEP IMPACT INVESTIG Moon B., 2007, EADTU C LISB PORT NO Moon B, 2008, ACU C EX HEADS HYD I Moon Bob, 2007, RES ANAL ATTRACTING Morrow S, 2003, TALE 3 COUNTRIES SOC Nelson Mandela Foundation, 2005, EM VOIC REP ED S AFR Newman L, 2008, MERCURY 1023 OECD, 2007, GIV KNOWL FREE EM OP OECD, 2008, REV NAT POL ED S AFR Pandor N, 2009, MIN ED E CAP PROV ED Petrides L., 2006, IJOURNAL, V14 Schwille J., 2007, GLOBAL PERSPECTIVES Schwille J, 2007, EFFECTIVE PROFESSION Shaw P, 2008, UFH TESSA NEWSLETTER, V2 Smith M. S., 2006, CHANGE, V38, P8, DOI 10.3200/CHNG.38.5.8-17 Teffera D., TEACHER ED AFRICA IN UNESCO, 2008, ED ALL 2015 WILL WE UNESCO, 2006, STRONG FDN EARL CHIL UNESCO, 2006, TEACH SUPPL DEM SUBS Weber E, 2007, REV EDUC RES, V77, P279, DOI 10.3102/003465430303946 Wolfenden F., 2008, J INTERACTIVE MEDIA TC 0 Z9 0 SN 1492-3831 PY 2009 VL 10 IS 4 UT WOS:000208237600007 ER PT J AU Wiley, D Hilton, J AF Wiley, David Hilton, John, III TI Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING AB Openness is a fundamental value underlying significant changes in society and is a prerequisite to changes institutions of higher education need to make in order to remain relevant to the society in which they exist. There are a number of ways institutions can be more open, including programs of open sharing of educational materials. Individual faculty can also choose to be more open without waiting for institutional programs. Increasing degrees of openness in society coupled with innovations in business strategy like dynamic specialization are enabling radical experiments in higher education and exerting increasing competitive pressure on conventional higher education institutions. No single response to the changes in the supersystem of higher education can successfully address every institution's situation. However, every institution must begin addressing openness as a core organizational value if it desires to both remain relevant to its learners and to contribute to the positive advancement of the field of higher education. CR ChaCha, 2009, CHACHA ANSW 150 MILL Coase RH, 1937, ECONOMICA-NEW SER, V4, P386, DOI 10.1111/j.1468-0335.1937.tb00002.x Coladarci T., 2007, PRACTICAL ASSESSMENT, V12 d'Oliveira C., 2009, WHY DONATE Eysenbach G, 2006, PLOS BIOL, V4, P692, DOI 10.1371/journal.pbio.0040157 Fini A., 2008, J E LEARNING KNOWLED, V4, P231 Lovett M, 2008, J INTERACTIVE MEDIA McIntyre D. A., 2009, TIME MAR Mott J., 2009, DEJA VU ALL AGAIN BL Robertson J., 2009, OPEN ED PROJECT PROC Wesch M., 2008, YOUTUBE STAT Wiley D., 2009, JULY BYU IS OCW UPDA Wiley D., 2008, CONTENT IS INFRASTRU Wiley D., 2005, CONTENT IS INFRASTRU TC 0 Z9 0 SN 1492-3831 PY 2009 VL 10 IS 5 SI SI UT WOS:000208237700002 ER PT B AU Xu, M Gu, R Zheng, XX Zhang, ML AF Xu, Meng Gu, Rong Zheng, Xiaoxuan Zhang, Manlin GP IEEE Comp Soc TI A Personalized Educational System Based on The Fabric of Knowledge SO 2009 SECOND INTERNATIONAL CONFERENCE ON EDUCATION TECHNOLOGY AND TRAINING CT 2nd International Conference on Education Technology and Training CY DEC 13-14, 2009 CL Sanya, PEOPLES R CHINA AB Personalized educational system provides an open learning environment which enriches the advanced technologies to establish a paradigm shift, active and dynamic teaching and learning patterns. With different approaches, researchers tried to design a more developed personalized educational system. Some of their designs are instructive. The others are problematic. The interaction with students are neglected in the process of education. A Fabric of Knowledge (FoK) is an original module, which can be used as an excellent interactive media between students and teachers. Our project is to design and develop a FoK-based Personalized Educational System (FoK-PES). This system has been proven to have made personalized learning more effective and efficient. Teaching practice also shows that some aspects of this FoK-PES need to be improved such as the classification method of cognitive style and the evaluation method of cognitive level. CR BING Z, 2007, J HENAN NORMAL U NAT BRUSILOVSKY, 1996, INTELLIGENT TUTORING CATRAMBONE, 1998, J EXPT PSYCHOL GENER CATRAMBONE, 1996, J EXPT PSYCHOL LEARN CHANDLER, 1991, J EXPT PSYCHOL GENER *HETHERINGTON FOOD, 2002, INT C COMPUTERS ED HUAN L, 2006, INTRO ED TECHNOLOGY JUN L, 2004, LEARNING J XIAN JIAO LEE, 1998, J EXPT PSYCHOL APPL NOVICK, 1991, J EXPT PSYCHOL LEARN PING W, 2005, J ZHUZHOU I TECHNOLO QIU BS, 2008, OPEN ED RES WEI Z, 2008, J JILIN U YING H, 2009, OPEN ED RES 2006, DATABASE NETWORK J TC 0 Z9 0 BN 978-0-7695-3936-2 PY 2009 BP 264 EP 266 DI 10.1109/ETT.2009.78 UT WOS:000290060700067 ER PT S AU Chan, JKY Law, KCK AF Chan, Jason K. Y. Law, Ken C. K. BE Leung, H Li, F Lau, R Li, Q TI Structured blended learning implementation for an open learning environment SO ADVANCES IN WEB BASED LEARNING - ICWL 2007 SE LECTURE NOTES IN COMPUTER SCIENCE CT 6th International Conference on Web Based Learning (ICWL 2007) CY AUG 15-17, 2007 CL Edinburgh, SCOTLAND AB This paper proposes a structured blended learning for providing E-Learning strategies adopted by the Open University of Hong Kong (OUHK). The paper identified the factors that are likely to impact on the use of learning technologies in future. By introducing the structured blended learning with the concept of learning cycle, the problem of being lost in hypermedia environment can then be solved. Knowledge can be delivered more effectively and efficiently to meet student learning needs. A scenario example on the use of E-Learning technologies and user interface are illustrated. The implications of the learning strategy adopted at OUHK will also be discussed. CR Andersen OS, 2005, IEEE T NANOBIOSCI, V4, P10, DOI 10.1109/TNB.2004.842470 Bates A. W., 2000, MANAGING TECHNOLOGIC BATES AW, 2002, NATL STRATEGIES ELEA BATES AW, 1993, THEORETICAL PRINICIP CHAN JKY, 2003, THESIS CITY U HONG K CHAN JKY, 2005, CHINA ED TECHNOLOGY CHAN JKY, 2005, EXPERIENCE DEV INTER CHAN JKY, 2004, C 21 ICDE WORLD C OP Chizmar JF, 1999, J ECON EDUC, V30, P248, DOI 10.2307/1183061 CHUNG L, 2003, SURVEY OUHK STUDENTS *CIT U HONG KONG, 2002, STRAT PLAN 2003 2008 CRAWFORD C, 2000, UNDERSTANDING INTERA DUDERSTADT JJ, 2002, HIGHER ED DIGITAL AG, P3 GRAVES W, 1997, PLANNING MANAGEMENT, P432 GUNN C, 1998, VIRTUAL TECHNOLOGIES, P134 *HKU, 2002, U HONG KONG STRAT DE MCLUHAN M, 1989, MEDIUM MESSAGE *OUHK, 2002, BUS PLAN 2003 2006 *OUHK, 2005, OP U HONG KONG STAFF RASKIN J, HUMANE INTERFACE NEW UYS PM, 2001, P 22 WORLD INT COUNC UYS PM, 1999, P ED MEDIA 99 WORLD VERMEER R, 2004, 18 ANN C AAOU SHANGH WONG W, 1999, P ICDE LIBR ROUNDT 1, P82 YUEN KS, 2004, 18 ANN C AAOU SHANGH TC 0 Z9 0 SN 0302-9743 BN 978-3-540-78138-7 PY 2008 VL 4823 BP 630 EP 640 UT WOS:000255270900055 ER PT J AU Chrzanowska, I AF Chrzanowska, Iwona TI The effectiveness of the middle school education of mildly disabled students in the inclusive system SO NEW EDUCATIONAL REVIEW AB Following the tendencies showed in international documents we have given the disabled people in Poland access to open education. These activities are done in agreement with the ideas which have been promoted by special pedagogy for years, that is: the normalization and improvement of the quality of disabled people's lives. The changes were started by the Regulation of the Ministry of National Education of October 4, 1993 which opened up integrated education in mainstream schools classes to disabled students. Another regulation, introduced on February 15, 1999, implemented the educational reform which gave every child regardless of the type or degree of disability the right to education in mainstream schools and which made schools responsible for facilitating it. Since that time the literature on special pedagogy has taken more and more interest in the notion of inclusive education. The researchers of this phenomenon keep asking the same question: 'To what extent will the mentally disabled be able to adapt to learning conditions - learning in an ordinary class in a mainstream school? What kind of problems might they face?. CR CHODKOWSKA M, 2003, WIELOWYMIAROWOSC INT CHRZANOWSKA I, 2006, DYSKURSY PEDAGOGIKI, V5 MACIARZ A, 1999, PEDAGOGIKA SPECJALNA TC 0 Z9 0 SN 1732-6729 PY 2008 VL 14 IS 1 BP 54 EP 62 UT WOS:000255717600005 ER PT B AU Dakroury, YH AF Dakroury, Yasser H. BE Salem, MA ElHadidi, M TI Egyptian E-Learning University: Case Study SO HUMAN CAPITAL DEVELOPMENT FOR PROGRESS CT ITI 6th International Conference on Information and Communications Technology CY DEC 16-18, 2008 CL Cairo, EGYPT AB This paper introduces a case study of the Egyptian E-Learning University (EELU) as the first higher education institution in Egypt that adopts E-learning model for teaching and learning. The EELU case study presents the experience of applying the characteristics and framework of E-universities. The objective of the author is to hell) the reader understand what has been set out to do and how and to convey lessons learned. The paper begins with an introduction section to familiarize the reader with the university. The following sections are about E-Learning Definitions and concepts, Characteristics of an efficient E-Learning and E-University Framework applied to EELU. The paper ends with a conclusion and lessons learned. CR BERGSTEDT S, 2003, IEEE INT C ADV LEARN DANTONI S, 2006, VIRTUAL U MESSAGES L Duffy T. M., 2004, LEARNER CTR THEORY P KIM KJ, 2005, ELEARN MAGAZINE Notess M., 2007, ELEARN MAGAZINE ROSTANIN O, 2004, P IEEE INT C ADV LEA SCHEWE KD, 2005, CONCEPTUAL VIEW WEB TC 0 Z9 0 BN 978-1-4244-2929-5 PY 2008 BP 117 EP 122 UT WOS:000266011800017 ER PT S AU Dollar, A Steif, PS AF Dollar, Anna Steif, Paul S. GP IEEE TI Web-based Statics Course: Patterns in Use and the Relation to Learning Gains SO FIE: 2008 IEEE FRONTIERS IN EDUCATION CONFERENCE, VOLS 1-3 SE Frontiers in Education Conference CT IEEE Frontiers in Education Conference 2008 CY OCT 22-25, 2008 CL Saratoga Springs, NY AB Computer-based learning materials eventually forming an entire online course in Statics are presented. The course developed as part of the Carnegie Mellon Open Learning Initiative (OLI) and available to individual learners and institutions, draws upon the authors' ongoing work to reorganize Statics instruction to better address the conceptual challenges students face. The course is divided into approximately twenty modules, with approximately 60% completed as of fall 2007 (the completion is scheduled for summer 2008). Each module is based on a set of carefully articulated learning objectives and contains expository text and various interactive exercises and simulations. Assessment is tightly integrated within each module, with students confronting frequently interspersed formative and summative assessments, that offer hints and feedback. This paper reports on the effectiveness of these on-line materials as they have been integrated into a Statics class. Paper and pencil pre- and post-tests have been administered which capture essential conceptual knowledge and skills presented in the modules. By analyzing log files maintained by the system, patterns of students' usage of the on-line materials can be traced. This usage is compared with progress as measured by the pre-post tests. CR Dollar A, 2006, INT J ENG EDUC, V22, P381 DOLLAR A, 06 FIE DOLLAR A, 07 FIE Steif PS, 2005, INT J ENG EDUC, V21, P723 Steif PS, 2007, J ENG EDUC, V96, P205 STEIF PS, 2008, 2008 EUR SOC ENG ED 1998, AM J PHYS, V66, P64 TC 0 Z9 0 SN 0190-5848 BN 978-1-4244-1969-2 PY 2008 BP 1371 EP 1376 UT WOS:000271669200318 ER PT B AU Fisher, W AF Fisher, Wendy BE Malpica, F Tremante, A Welsch, F Tait, B TI Digital Ink Technology for e-Assessment SO IMSCI '08: 2ND INTERNATIONAL MULTI-CONFERENCE ON SOCIETY, CYBERNETICS AND INFORMATICS, VOL 1, PROCEEDINGS CT 2nd International Multi-Conference on Society, Cybernetics and Informatics CY JUN 29-JUL 02, 2008 CL Orlando, FL AB Current research has shown that lecturers marking electronic assignments, typically Word documents, are able to provide personalised feedback at a relevant point in a Student's piece of assessment using, paper technology such as a Tablet PC. Evaluation through in-depth interview and questionnaire shows that this was important to both students and lecturers alike. Some lecturers have felt that the Tablet PC allows greater creativity in assessment than technologies such as paper and pen and PC and keyboard input device. For example the use Of colour linked to learning Outcomes and grammar feedback, and the ease with which the eraser can be used for re-editing. It appears that the pedagogy has been extended from the traditional 'pen and paper' approach to the use of 'digital ink technology'. Students said that they liked the personal feel of the electronic hand written feedback. Reflective practice for lecturers was Supported through forums and a wiki and was evaluated using virtual ethnography. Lecturers record a flow experience in assessment as either enabling or disabling their creativity in e-assessment. The potential for extending the pedagogy into graphical environments is also evident for such things as annotating graphs and diagrams, mathematical notation and scientific nomenclature. CR ADAMS A, INTERFACE MODA UNPUB BEECHENER K, 2007, C P SOTL COMMONS GEO FREAKE S, 2007, C P 2 OP CETL C PUSH Strauss A, 1990, BASICS QUALITATIVE R TC 0 Z9 0 BN 978-1-934272-46-6 PY 2008 BP 4 EP 5 UT WOS:000263545700002 ER PT B AU Gong, J AF Gong Jing BE Hung, J Zhao, RM TI Analyzing the Reform of Architecture Open Education SO PROCEEDINGS OF 2008 INTERNATIONAL SEMINAR ON EDUCATION MANAGEMENT AND ENGINEERING CT International Seminar on Education Management and Engineering CY SEP 22, 2008 CL Chengdu, PEOPLES R CHINA AB The article studies and summarizes the reform measures of architecture major, and expounds the status of China's architecture education, and emphasizes on the reform about the aspects of open teaching system and design courses. Then we can constantly sum up and gradually improve. CR *ARCH STEER COMM, 2000, ARCHITECTURAL J DU CL, 2004, HIGHER ED CONSTRUCTI, P48 LIN T, 2004, HIGHER ED CONSTRUCTI, P50 ZHU JL, 2003, HIGHER ED CONSTRUCTI, P1 1992, 1 NAT ARCH GRAD SEM TC 0 Z9 0 BN 978-0-646-49806-5 PY 2008 BP 275 EP 278 UT WOS:000261358200053 ER PT J AU Hodgkinson-Williams, C Gray, E AF Hodgkinson-Williams, Cheryl Gray, Eve BE Remenyi, D TI Paradox, Promise and Problem: A Social Realist View of the Potential of Open Educational Resources at the University of Cape Town SO PROCEEDINGS OF THE 3RD INTERNATIONAL CONFERENCE ON E-LEARNING CT 3rd International Conference on e-Learning CY JUN 26-27, 2008 CL Cape Town, SOUTH AFRICA HO Ctr Educ Technol, Univ Cape Town AB The OECD reflects that "although learning resources are often considered as key intellectual property in a competitive higher education world, more and more institutions and individuals are sharing digital learning resources over the Internet openly and without cost, as open educational resources (OER) (2007:9). This extraordinary trend of making teaching and learning resources and approaches freely available to other lecturers and students has been dubbed a new "culture of contribution" by Atkins, Seely Brown and Hammond (2007:3) in a recent review of the achievements, challenges and new opportunities of the OER Movement. By January 2007, over 3000 open education courses were available from over 300 universities worldwide (OECD 2007). The providers of OER are from well-reputed institutions internationally, but are predominantly from the US (e.g. MIT, Johns Hopkins, Rice), UK (Open University) and combined in repositories in Europe (e.g. MERLOT). While informal sharing of resources undoubtedly takes place, South African universities have no formal equivalent of OER offerings as yet. This paper reports on a study currently being undertaken at the University of Cape Town and reviews how information communication technologies (ICTs) are being used to enhance teaching and learning and what the possible benefits and drawbacks are of sharing these resources and/or pedagogic strategies with other lecturers and students beyond the confines of UCT. It uses a social realist framework (Archer 2000) in an endeavour to understand how the formal structures of policy at a national and an institutional level enable or constrain the practices of individual or groups of lecturers. Moreover, it highlights the agency displayed by individual or groups of lecturers in response to the national and institutional structural enablements and constraints. It concludes by raising the question of whether the provision of structural enablements would be sufficient to overcome lecturers' lack of interest in sharing their resources more publicly. CR Archer M., 1999, ALETHIA, V2, P12 Archer M. S., 2003, STRUCTURE AGENCY INT Archer M. S., 2007, MAKING OUR WAY WORLD Archer M. S., 2000, BEING HUMAN PROBLEM Atkins D. E., 2007, REV OPEN ED RESOURCE Duderstadt J. J., 2002, HIGHER ED NEW CENTUR Johnstone S.M., 2005, EDUCAUSE Q, V3, P15 McAndrew P., 2006, MOTIVATIONS OPENLEAR OECD, 2008, GIVING KNOWLEDGE FRE Wiley D., 2006, CURRENT STATE OPEN E TC 0 Z9 0 BN 978-1-906638-04-7 PY 2008 BP 209 EP 216 UT WOS:000307812100026 ER PT B AU Malan, DJR AF Malan, Daniel Jacobus Roelof BE Welsch, F Malpica, F Tremante, A Carrasquero, JV Oropeza, A TI The changing role of Librarians in lifelong learning and distance learning SO IMSCI '08: 2ND INTERNATIONAL MULTI-CONFERENCE ON SOCIETY, CYBERNETICS AND INFORMATICS, VOL IV, PROCEEDINGS, POST CONFERENCE ISSUE CT 2nd International Multi-Conference on Society, Cybernetics and Informatics CY JUN 29-JUL 02, 2008 CL Orlando, FL AB In a third world country it seems unlikely but the role of the librarian must change to a trainer or educator. In this situation librarians will have to change and adapt to new demands, professional tasks and working conditions. Libraries should always be directed towards the empowerment of the client. More research and knowledge about how libraries and the professional profiles of librarians should be designed in order to improve their preparation to meet the new needs and demands directed towards them and provide the client with the most recent or most valuable information. To understand the principles of lifelong learning and distance learning librarians must be well informed about information literacy theory and practice, thoroughly understand how all learners develop and apply lifelong learning skills and strategies and comprehensively understand the role of information and communication technologies in lifelong learning. The Librarian must become learner-centred rather than institution-centred by, for example encouraging wider participation since a lot of students are distance students especially post-graduate students. Standardizing the concept of open learning and tailoring learning support to the learning style of the individual and exploiting the opportunities opened up by e-learning and electronic networks This can be achieved by inter active training or live training trough skype or animated training loaded on the web page of the Library. This is where the new challenges of the changing role of the librarian lie. Instead of being a traditional librarian becomes a trainer, educator or mentor. CR Breivik P.S., 2000, LIF LEARN C 13 16 JU BRIGGS H, 2000, GENERIC SKILLS DEV U BROPHY P, 2000, NEW REV LIB LIFELONG CANDY PC, 2001, LEARNING EARNING GRA CATTS R, 2004, LIFELONG LEARNING HI DALMEIDA D, 2001, C RL NEWS, V62 Department of Education, 1995, WHIT PAP ED TRAIN HALLAM G, 2002, GENERIC CAPABILITIES JARVIS P, 2000, IMPRISONED GLOBAL CL JOHNSTON B, 2004, DEV INFORM LIT U KEY Kajewski MA, 2007, ELECTRON LIBR, V25, P420, DOI [10.1108/02640470710779835, 10.1108/0264047070779835] Knapper C. K., 1991, LIFELONG LEARNING HI Nimon M., 2001, AUSTR ACAD RES LIB, V32 NORDHOFF HI, 2002, THESIS U PRETORIA PR SEDIBE EM, 2002, LIF LEARN C 16 19 JU TC 0 Z9 0 BN 978-1-934272-53-4 PY 2008 BP 66 EP 70 UT WOS:000263668400015 ER PT B AU Swithenby, SJ AF Swithenby, Stephen J. BE Malpica, F Tremante, A Welsch, F Tait, B TI E-assessment for Open Learning SO IMSCI '08: 2ND INTERNATIONAL MULTI-CONFERENCE ON SOCIETY, CYBERNETICS AND INFORMATICS, VOL 1, PROCEEDINGS CT 2nd International Multi-Conference on Society, Cybernetics and Informatics CY JUN 29-JUL 02, 2008 CL Orlando, FL CR Gibbs G., 2004, LEARNING TEACHING HI, V1, P3, DOI DOI 10.1007/978-3-8348-9837-1 NIX I, 2007, CTR OPEN LEARNING MA RAYNE R, 2004, P 2004 CAA C LOUGHB Ross S., 2006, INNOVATIVE ASSESSMEN, P123 SCLATER N, 2005, P 2005 CAA C SWITHENBY S, 2008, SUPPORTING OPEN LEAR WHITELOCK D, 2006, ROADMAP E ASSESSMENT TC 0 Z9 0 BN 978-1-934272-46-6 PY 2008 BP 11 EP 12 UT WOS:000263545700005 ER PT J AU Brynard, S AF Brynard, Susette TI Home schooling as an open-learning educational challenge in South Africa SO SOUTH AFRICAN JOURNAL OF EDUCATION AB Despite current legislation which makes provision for collaboration between the public school sector and home schooling, it appears that much can still be done to move to wards a closer partnership. Consequently I investigated the possibilities of such a liaison. A literature review on the nature of home schooling in general was conducted as background to a qualitative investigation on the views of parents, educators and other role players of home schooling within the South African context. The findings showed that home schooling was an open learning educational system which provided opportunities to those learners who wished to participate, irrespective of the possible disadvantages. In conclusion it was found that co-operation between the education authorities and home schoolers was in the best interests of the individual's right to learn and a symbiotic relationship between the two could benefit both of them. CR BELL J, 1997, DOING YOUR RES PROJE BRYNARD ST, 1998, THESIS U VRYSTAAT BL CIZEK GJ, 1994, RELIG EDUC, V89, P43 Dahm L, 1996, EDUC LEADERSHIP, V54, P68 DEVRIES A, 2004, RAPPORT 0215 DEWAAL, 2000, THESIS NW U VAALDRIE FIDLER B, 1997, SCH LEADERSHIP MANAG, V17, P12 GAUM F, 1997, ALGEMENE KERKBODE, V158, P1 Glesne C., 1992, BECOMING QUALITATIVE GRAVES EP, 1937, HIST ED GUBA EG, 1982, ECTJ-EDUC COMMUN TEC, V30, P233 HAIGH G, 1995, TIMES NEWSPAPER 0505 Holtrop SD, 1996, EDUC LEADERSHIP, V54, P74 HUYSAMER B, 1998, UNPUB DRAFT REGULATI JEUB C, 1994, EDUC LEADERSHIP, V54, P50 JOUBERT J, 2004, VOLKSBLAD 0217 KNOWLES JG, 1989, URBAN EDUC, V23, P392, DOI 10.1177/0042085989023004005 Lines PM, 1996, EDUC LEADERSHIP, V54, P63 LINES PM, 1987, PHI DELTA KAPPAN, V68, P510 LOUW GJJ, 1992, KOERS, V57, P355 Marlow S., 1995, HOME SCH PARENTS ED MAYBERRY M, 1988, EDUC URBAN SOC, V21, P32, DOI 10.1177/0013124588021001004 Mda TV, 2000, CRITICAL ISSUES S AF MEIGHAN R, 1995, EDUC REV, V47, P275, DOI 10.1080/0013191950470304 MOORE GL, 2004, THESIS U FREE STATE MORGENROOD J, 1997, VOLKSBLAD 0228 MUFWEBA Y, 2003, SATURDAY STAR 0222 *NAT COAL HOM SCHO, 1998, CONS REL ASS HOM SCH *NAT COAL HOM SCHO, 1996, UNPUB BROSCH HOM SCH NATALE JA, 1995, AM SCH BOARD J, V182, P34 NAUDE C, 2002, FINANSIES TEGNIEK, V25, P54 NIEMANN SM, 2005, STUDY GUIDE MODULE R OLIVIER T, 2003, ACTA ACAD, V35, P102 PHATUDI T, 1997, OPEN LEARNING DISTAN PISTORIUS P, 1970, GISTER VANDAG OPVOED RADEMEYER A, 2004, VOLKSBLAD 0202 RADEMEYER A, 2004, VOLKSBLAD 0221 RAY BD, 1992, MARCHING BEAT THEIR Republic of South Africa (RSA), 1995, WHIT PAP ED TRAIN *RSA, 1996, SUID AFR SKOL *SAIDE, 1994, OP LEARN DIST ED S A SCHEFFER S, 1989, AM SCH BOARD J, V176, P34 SCHURINK EM, 1998, DESIGNING QUALITATIV, P313 SMALING A, 1994, COURSE MAT QUALITATI South Africa, 1996, GOVT GAZETTE STRYDOM A, 1996, MARK, V6 STRYDOM H, 1998, SAMPLING SAMPLING ME, P198 TERPSTRA M, 1994, EDUC LEADERSHIP, V52, P57 VANDERSTOEP F, 1980, INLEIDING TOT VAKDID VANOOSTRUM LJ, 1995, UNPUB TUISONDERWYS B VANOOSTRUM LJ, 1996, UNPUB TUISSKOOLNUUS WHITEHEAD JW, 1993, HOME ED RIGHTS REASO WIKEL N, 1995, EMERGENCY LIB, V22, P13 Willis B., 1993, DISTANCE ED PRACTICA TC 0 Z9 0 SN 0256-0100 PD FEB PY 2007 VL 27 IS 1 BP 83 EP 100 UT WOS:000244468900006 ER PT B AU Cartelli, A AF Cartelli, Antonio BE Remenyi, D TI From socio-technical approach to open education: MIS and ICT for the definition of new educational paradigms SO 6TH EUROPEAN CONFERENCE ON E-LEARNING CT 6th European Conference on e-Learning (ECEL 2007) CY OCT 04-05, 2007 CL Copenhagen, DENMARK HO Copenhagen Business Sch AB The paper reports first of all the authors hypothesis for the revision of the socio-technical approach when special MIS (Management Information System) are introduced in corporate, organizations and in more general contexts. The above idea emerges from the results of some experiences described in the text, where the introduction of Information Systems (supported by ICT) both for the creation of communities of practices and professional communities and for their growth and evolution are discussed. The experiences reported in the paper are based on the planning and carrying out of web sites having the features of online information systems. They are concerned with two special situations, students attending palaeography university courses and teachers involved in an after degree master course. Notwithstanding the different contexts the two situations have a common feature which can be summarized as follows: ICT and especially web technologies have been used to implement working and/or studying processes, people had to follow the new procedures to accomplish their work. All the discussed situations have other common features but, for the importance they have in the finding of a new teaching paradigm, only the common effects they induced on the individuals and on the communities involved in the experiences will be analyzed here in a greater detail. The description of the main ideas in the most relevant educational philosophies and the comparison of their features with those from the new income, the "implementation of practices by means of the ICT", lets the author state that a new educational paradigm has been found. Like augmented reality and simulation in virtual environments the new paradigm is based on the use of the ICT; differently from the other ones, which produce an increment of the data from reality or model reality to create learning situations, the new paradigm strongly involves people and communities in the analysis of the processes and in the development of learning strategies. At last the definition of open education is proposed. It is the consequence of the adoption of the open source software for the systems the author used in the different experiences, but it is also a paraphrase of the already accredited definitions like open source, open learning etc. The open appellation in open education is derived from the features of the TETIS platform (i.e., one of the systems described in the experiences) and means that every actor in an educational process can access and manage his/her personal data, but can also access synthetic data (when authorized) from the other actors. The students in open educational procedures can better understand processes' evolution, can compare different processes to define learning and studying strategies and have more chances to become the right citizen in the knowledge society. CR Bostrom R., 1977, MIS Q, V1 Brown A. L., 1994, CLASSROOM LESSONS IN, P229 Brown A. L., 1996, INNOVATIONS LEARNING, P289 CARTELLI A, 2004, P IRMA 2004 C INN IN, P45 Cartelli A., 2006, TEACHING KNOWLEDGE S CARTELLI A, 2005, J ISSUES INFORM SCI, V3, P121 CARTELLI A, 2002, P INF SCI PLUS IT ED, P217 Cartelli A., 2001, Informing Science, V4 CARTELLI A, 2003, P IRMA 2003 C INF TE, P51 COAKES E, 2004, COMMUNICATIONS ASS I, V14, P406 Cohen E., 1999, Journal of Computing and Information Technology - CIT, V7 COLLINS A, 1995, APPRENDISTATO COGNIT, P181 Dewey J., 1938, DEMOCRACY ED Illich I., 1970, DESCHOOLING SOC Jonassen D. H., 1994, EDUC TECHNOL, V34, P34 Lave J, 1991, SITUATED LEARNING Rogers C. R., 1969, FREEDOM LEARN Scardamalia M, 1996, EDUC LEADERSHIP, V54, P6 Skinner B. F., 1971, FREEDOM DIGNITY WATSON N, 2004, BACKGROUND PAPER SOC Wenger E, 1998, COMMUNITIES PRACTICE Wenger E., 2004, COMMUNITIES PRACTICE Whitehead A. N., 1933, ADVENTURE IDEAS TC 0 Z9 0 BN 978-1-905305-56-8 PY 2007 BP 97 EP 106 UT WOS:000253556300012 ER PT S AU Dollar, A Steif, PS Strader, R AF Dollar, Anna Steif, Paul S. Strader, Ross GP IEEE TI Enhancing traditional classroom instruction with web-based statics course SO 2007 37TH ANNUAL FRONTIERS IN EDUCATION CONFERENCE, GLOBAL ENGINEERING : KNOWLEDGE WITHOUT BORDERS - OPPORTUNITIES WITHOUT PASSPORTS, VOLS 1- 4 SE PROCEEDINGS-FRONTIERS IN EDUCATION CONFERENCE CT 37th Annual Frontiers in EducationConference CY OCT 10-13, 2007 CL Milwaukee, WI AB A web-based Statics course is being developed by the authors as part of the Open Learning Initiative (OLI) at Carnegie Mellon University. OLI seeks to create and sustain freely available, cognitively informed learning tools designed to provide a substantial amount of instruction through the digital learning environment. This paper highlights the potential opportunities of online learning materials to enhance a traditional lecture-based course. We also identify the challenges that online materials face in promoting learning in an engineering course in which problem solving is intimately tied with drawing, and with writing and solving equations. Examples that illustrate the potential benefits of online materials, and that address the challenges associated with learning engineering courses, are presented. Finally, user studies and initial experience in blending these materials into an ongoing Statics course are summarized. CR Bransford J., 1999, PEOPLE LEARN BRAIN M Dollar A, 2006, INT J ENG EDUC, V22, P381 DOLLAR A, 2006, INTERACTIVE COGNITIV Dufresne R. J., 1996, Journal of Computing in Higher Education, V7, DOI 10.1007/BF02948592 Moreno R, 1999, J EDUC PSYCHOL, V91, P358, DOI 10.1037//0022-0663.91.2.358 Steif PS, 2005, INT J ENG EDUC, V21, P723 Wiliam D., 1998, ASSESSMENT ED, V5, P7, DOI DOI 10.1080/0969595980050102 TC 0 Z9 0 SN 0190-5848 BN 978-1-4244-1083-5 PY 2007 BP 650 EP 655 UT WOS:000256621900148 ER PT B AU Garner, BJ Mckay, E AF Garner, B. J. McKay, Elspeth BE Uskov, V TI Learning reinforcement strategies for a changing workforce SO Proceedings of the Sixth IASTED International Conference on Web-Based Education CT 6th IASTED International Conference on Web-Based Education CY MAR 14-16, 2007 CL Chamonix, FRANCE AB There is increasing evidence of skill shortages in Australian commerce and industry, as global competition, changes in technology and in Government regulation place greater demands on company employees. There is, consequently, strong corporate interest in new educational paradigms, such as e-Learning, particularly web-based education, to maintain staff competences in a changing workplace environment. Simultaneously, workplace reform driven by the productivity imperative, and by unfavourable demographic changes in the Western world are increasing employee turnover and individual stress. Training managers, while addressing the corporate demands vigorously, are seriously challenged by the scope and difficulty of re-skilling a mobile and diverse workforce. Considerable difficulty, for example, has been experienced in introducing electronic content into new, or even existing, business training scenarios! While Learning Reinforcement (LR) provides a generic Framework for greater cost-effectiveness, new LR strategies are now in prospect based on our enumeration and generalisation of open learning models in professional practice, from studies of workplace training models and from results using blended LR. CR GARNER B, 2005, J SYSTEMS CYBERNETIC, P31 HOPPE G, 2004, E LEARNING MODELS IN IZARD J, 2004, AUSTR ASS RES ED AAR Kaebling LP, 1996, J ARTIFICIAL INTELLI, V4, P237 LAWRENCE E, IASTED WBE 2006 MEX MALLOY MP, 1988, NEURO PSYCHOL REHABI, P184 MCKAY E, 2007, INSTRUCTIONAL DESIGN MCKAY E, 2000, THESIS DEAKIN U AUST MCKAY E, 2006, INT FED INFORM TECHN, P420 PHILIP B, ASWEC 2001 CANB AUST Richardson S, 2004, EMPLOYERS CONTRIBUTI ROBERTS TS, 2006, EDITOR SELF PEER GRO SEUFERT S, 2003, E LEARNING BUSINESS SMART WD, 2002, EFFECTIVE REINFORCEM VONFORSTER H, 1970, AM SOC CYBERNETICS Wong G, 2003, MED EDUC, V37, P1020, DOI 10.1046/j.1365-2923.2003.01673.x TC 0 Z9 0 BN 978-0-88986-650-8 PY 2007 BP 194 EP 199 UT WOS:000246211500035 ER PT B AU Low, WKS Low, WP Chuah, CKP AF Low, Wee Kiat Stephen Low, Wai Ping Chuah, Chin Kah Peter BE Tsang, P Kwan, R Fox, R TI A novel method to teach science and engineering in a virtual laboratory environment with flexible learning SO Enhancing Learning Through Technology CT International Conference on Teaching and Learning CY 2006 CL Hong Kong, PEOPLES R CHINA AB The teaching of science and engineering courses in a flexible and open learning environment has always posed difficulties in meeting the required learning objectives. In addition, the increasing threats of disease outbreaks in bird flu or SARS may limit the students' opportunities to attend face-to-face laboratory sessions. Thus, novel methods need to be devised to supplement conventional face-to-face laboratory learning experiences. This paper explores some of the novel methods, at a conceptual level, to teach students the concepts of electrocardiogram (ECG) measurements using LABVIEW, a PC-based virtual instrument; and the control of inverted pendulum motion using the MATLAB-based QUANSER training kit at the SIM University (UniSM). In the first part of the paper, the authors review the current state of deployment of information and communication technology (ICT) at the School of Science and Technology, and discuss some of the possible pedagogical approaches to the use of ICT in teaching and learning of science and engineering courses. As an example, students taking the foundation Biophysics course (taught as part of the Biomedical Engineering program in SIM University) learn the practical aspects of electrocardiogram (ECG) measurements with the use of National Instruments (NI) ELVIS prototyping boards, software driven data acquisition interfaces, and PC-based virtual oscilloscopes utilizing LABVIEW drivers. The authors investigate the possibility of extending this virtual laboratory environment to allow students to interact with a remotely set up ECG measurement system at the UniSIM Bioelectronics Laboratory through the use of TCP/IP Internet protocols. In this teaching arrangement, students may change control parameters from their home PCs equipped with the appropriate LABVIEW software, and measure the ECG patterns of a volunteer subject situated at the UniSIM laboratory. The authors then compare the conventional measurement methods with the proposed virtual methods to support the teaching and learning at the School. CR BARR R, 2005, P 2005 ASEE GULF SW BARR R, 2004, P 2004 AM SOC ENG ED BEAN JC, 2002, 2002 IEEE ASEE FRONT *BLACKB INC, 2006, BLACKB AC SUIT Bransford J., 1999, PEOPLE LEARN BRAIN M CAMPBELL JO, 2004, JALN, V8 CLARK BMT, 2002, TZS 323 LOGIC DESIGN Dix A., 2003, HUMAN COMPUTER INTER Gustavsson I., 2005, P 2005 AM SOC ENG ED KUBIS M, 2003, ON LINE TEACHING INS LEE PTP, 2003, P INT ON LIN C ORG H LONG JM, 2004, P 2004 AM SOC ENG ED MEADE M, 2002, TZS 202 ANALOGUE DIG NAGHEDOLFEIZI M, 2002, P 2002 ASEE ANN C MO *NI, 2004, NI ED LAB VIRT INSTR *QUANS CONS INC, 2006, ROT CONTR CHALL *QUANS CONS INC, 2000, WINCON 3 1 REAL TIM ROHRIG C, 2000, IFA C IEEE S ADV CON SCHMID C, 2001, P 1 IFAC C TEL APPL Schulzrinne H., 1996, 1889 RFC *SUN MICR, 2001, JAV MED FRAM API *SUN MICR, 2001, JDBC DAT ACC API TURLETTI T, 1996, 2032 RFC *US GUID MATHW INC, 2006, MATLAB R2006A TC 0 Z9 0 BN 978-981-270-558-7 PY 2007 BP 124 EP 135 DI 10.1142/9789812772725_0010 UT WOS:000245759100010 ER PT B AU Lu, BY Tung, ML Lai, JS Luh, J Chang, C Shen, JL Chong, FC Kuo, TS AF Lu, Bing-Yuh Tung, Ming-Li Lai, Jin-Shin Luh, JerJunn Chang, Chen Shen, Jyi-Lai Chong, Fok-Ching Kuo, Te-Son BE Callaos, N Lesso, W Zinn, CD Yang, H Szygenda, S Fujikawa, T Longstaff, P TI Knowledge communication: Factor analysis of the open e-learning resources in higher education SO WMSCI 2007: 11TH WORLD MULTI-CONFERENCE ON SYSTEMICS, CYBERNETICS AND INFORMATICS, VOL III, PROCEEDINGS CT 11th World Multi-Conference on Systemics, Cybernetics and Informatics/13th International Conference on Information Systems Analysis and Synthesis CY JUL 08-11, 2007 CL Orlando, FL AB This study attempts to introduce the computer aided classroom teaching with English open educational resources (OER) on internet in the course of Signals and Systems. The expected responses are: (1) students will feel easy. to study from the combined materials of translated textbooks and English aided educational websites from internet; (2) students can be induced to surf on the OER for self-study; and (3) students can improve the English reading by studying English OER with teacher's explanation of vocabulary and sentences. These responses were examined by the questionnaire. The computer aided classrooms were equipped the teaching-broadcasting and learning-monitoring s0ystem in department of electronic engineering, Tung-Nan Institute of Technology (TNIT). This system can be controlled to broadcast the screen of the teacher-use-only computer to those of student-use PCs, and synchronously connected with a projector to display onto a large screen or a hand-writing board. The results showed the presentation of the OERs actually dives the students a good guide to learn. Generally, students agreed that the aided content of the OERs is helpful to learn this course. Further discussions present the factor analysis of the OER aided integrative teaching from the aspects of university to teachers, university to students, and teachers to students, to evaluate the benefits of the integrative teaching method. Therefore, this study suggests the concept of vocabulary spectrum from our previous studies to help teachers and students learn OER especially in the non-English native speaking nations (NENSN). The presentations of computer aided plots and movies in the OER websites and software are intuitively much helpful to conceptual understanding in English to improve technology level and elevate language ability. On the other hand, the students in NESN can understand the knowledge and cultures of NNESNs' from OER vice versus. The selection of the textbook was one of the dominant factors to the teaching quality before, is now more important in the OER aided teaching. The combinations and linkages of contents between the OER and the textbook will be the most important work of teaching, because the content of the OER could be summarized from many textbooks causes the necessities of the combinations and linkages. CR Allen M., 2002, American Journal of Distance Education, V16, DOI 10.1207/S15389286AJDE1602_3 Bullen M., 1998, J DISTANCE ED, V13, P1 Devitt P, 1999, MED EDUC, V33, P136, DOI 10.1046/j.1365-2923.1999.00284.x Downes S., 2007, INTERDISCIPLINARY J, V3, P29 HAYKIN V, 2005, SIGNALS SYSTEMS INTE HYLEN J, OPEN ED RESOURCES OP *JAP OP COURS WAR, CAS STUD OP ED RES P JOHNSTONE SM, 2005, EDUCAUSE Q, P15 LU BY, 2005, INT C ENG COMP ED *MIT, COURS DESCR SIGN SYS *MIT, SIGN SYST MIT OPENCO *MIT, WORLD REACT MIT OPEN MIT, MIT OPENCOURSEWARE *MIT OFF PROV, 2005, COMM DAT SET 2005 20 National Center for Education Statistics, 2003, DIG ED STAT Oppenheim A. V., 1997, SIGNALS SYSTEMS, V2nd Owston R. D., 1997, EDUC RES, V26, P27, DOI 10.3102/0013189X026002027 Tung ML, 2004, INT SYMP TECHNOL SOC, P96 TUNG ML, 2004, WORLD T ENG TECHNOLO, V3, P253 TUNG ML, 2006, WORLD T ENG TECHNOLO, V5, P111 TC 0 Z9 0 BN 978-1-934272-17-6 PY 2007 BP 211 EP 216 UT WOS:000254643400039 ER PT J AU Kizito, R AF Kizito, Rita TI Enhancing adult basic learning: Training educators and unlocking the potential of distance and open learning SO ADULT EDUCATION QUARTERLY CR MCKAY V, 2004, ENCHANCING ADULT BAS TC 0 Z9 0 SN 0741-7136 PD AUG PY 2006 VL 56 IS 4 BP 325 EP 326 DI 10.1177/0741713606289123 UT WOS:000238979000008 ER PT S AU Dollar, A Steif, PS AF Dollar, Anna Steif, Paul S. GP IEEE TI Work ini progress: An interactive cognitively-informed on-line statics course SO 36th Annual Frontiers in Education, Conference Program, Vols 1-4: BORDERS: INTERNATIONAL, SOCIAL AND CULTURAL SE PROCEEDINGS-FRONTIERS IN EDUCATION CONFERENCE CT 36th Annual Frontiers in Education (FIE 2006) CY OCT 28-31, 2006 CL San Diego, CA AB Progress in developing an highly-interactive online Statics course is reported This course is part of Carnegie Mellon's Open Learning Initiative (OLI), which is supported by the William and Flora Hewlett Foundation and seeks to create and sustain cognitively-informed online courses, to be available in various forms for individuals and institutions. To provide an effective learning environment this course both incorporates knowledge about typical difficulties faced by students in Statics and segments the subject into modules with clearly defined learning objectives that enable concurrent fine-grained assessment. Such assessment allows individual students to track their learning; instructors are empowered to administer targeted remedial instruction to individuals and to discern larger patterns of challenges faced by the class. The power of computer medium is harnessed in providing, for example, discovery-learning that integrates questions with simulations, demonstrations of procedures, and opportunities for learners to practice skills while receiving hints and feedback. CR Dollar A, 2006, INT J ENG EDUC, V22, P381 STEIF PS, 2004, P 34 ANN ASEE IEE FR, P10, DOI UNSP F1F-5-10 Steif PS, 2005, INT J ENG EDUC, V21, P723 Steif PS, 2005, J ENG EDUC, V94, P363 TC 0 Z9 0 SN 0190-5848 BN 978-1-4244-0256-4 PY 2006 BP 281 EP 282 UT WOS:000245981400062 ER PT B AU Indrayanti, L Usagawa, T Chisaki, Y Dutono, T AF Indrayanti, Linda Usagawa, Tsuyoshi Chisaki, Yoshifumi Dutono, Titon GP IEEE TI Evaluation of pronunciation by means of automatic speech recognition system for computer aided Indonesian language learning SO 2006 7th International Conference on Information Technology Based Higher Education and Training, Vols 1 and 2 CT 7th International Conference on Information Technology Based Higher Education and Training CY JUL 10-13, 2006 CL Sydney, AUSTRALIA AB Utilizing of speech recognizers as pronunciation evaluator is discussed in this work. The main reason is to put application of speech technology in assisting Indonesian learning as a part of on-going open learning environment. With the advanced technology of speech recognizers, the possibilities of applications become wider. Dealing with isolated word recognizer and medium-sized database, evaluation of pronunciation of learners based on prosody information is the objective. Two kinds of word set from non-native speakers are used to evaluate automatic pronunciation recognizer: mispronunciation by mistake and those by linguistical inheritance. The quality of evaluation is confirmed by human judgment. In addition, what kinds of mispronunciation they would do in Indonesian is also investigated. Herein it explores the possibility of using a Hidden Markov Model HTK tools recognizer and of obtaining correct prosody information in order to implement it in a system to aid in Indonesian language learning as L2. CR BONAVENTURA P, 2000, TAG 5 K VER NAT SPRA, P225 DALBY J, 1998, P SPEECH TECHN LANG *HTK, HTK SOFTW PACK VER 3 INDRAYANTI L, 2006, P KYOT U C KYOT JAP JO CH, 1998, P ICSLP SYDN AUSTR TC 0 Z9 0 BN 978-1-4244-0405-6 PY 2006 BP 571 EP 574 UT WOS:000245125200083 ER PT S AU Logofatu, M Gheorghe, M Mateias, A AF Logofatu, Michaela Gheorghe, Mihaela Mateias, Anca BE Vlada, M Albeanu, G Popovici, D TI e-Portfolio in student's evaluation SO PROCEEDINGS OF THE 1ST INTERNATIONAL CONFERENCE ON VIRTUAL LEARNING: VIRTUAL LEARNING - VIRTUAL REALITY: MODELS & METHODOLOGIES, TECHNOLOGIES, SOFTWARE SOLUTIONS SE Proceedings of the International Conference on Virtual learning CT 1st International Conference on Virtual Learning CY OCT 27-29, 2006 CL Bucharest, ROMANIA AB In students evaluation the e-Portfolio can provide interesting feedback about student's ability to collect, organize, interpret and reflect on documents and sources of information. The existence of e-Portfolio can help the continuing professional development of the student, encouraging them to take responsibility for their work and demonstrate the results of their own learning. Also gives the learners the ability to manage her/his learning. The paper presents a pilot project taking place at the ODL Department of the University of Bucharest. This paper mean is to present the way in which e-Portfolio can be used in student's evaluation. The students registered in the open learning system of the University of Bucharest form the target group. Pedagogical aspects and technical cements will be briefly analyzed in this study. Now, student's evaluation process consists from 40 percent semester homework and 60 percent written exam mark Homework can be sent using UniBuc Virtual Campus or via e-mail but the final exam require the physical presence of the student. The ID system experience accumulated in seven years of existence will be helpful in development and anticipation of the e-Portfolio system used in students' evaluation. CR DUMITRACHE A, 2005, PROV AL SEC SI STRAT LOGOFATU M, 2006, EDU WORLD C PIT JUN Mundler A, 2006, EDEN C VIEN JUN TC 0 Z9 0 SN 1844-8933 BN 978-973-737-218-5 PY 2006 BP 141 EP 146 UT WOS:000289381500014 ER PT B CA IFIP World Comp Congress 2002 BE VanWeert, TJ TI Unesco - IFIP youth declaration - IFIP World Computer Congress 2002 SO EDUCATION AND THE KNOWLEDGE SOCIETY: INFORMATION TECHNOLOGY SUPPORTING HUMAN DEVELOPMENT CT World Summit of the Information-Society (WSIS) CY DEC 11-12, 2003 CL Geneva, SWITZERLAND AB Unesco's commitment to enhancing the participation of all in the global information society and IFIP's role in analysing and shaping future development of Information and Communication Technologies (ICTs) have inspired participants in the IFIP World Computer Congress 2002 "Information Technology for our Times: ideas, research and application in an inclusive world" (25 to 29 August 2002, Montreal, Canada) to develop declaration, having examined the theme of "Youth and Information and Communication Technologies, Policies and Challenges in the Information Age". ICTs have substantial impact on today's world and are central to bolstering the emerging global knowledge information society.. Young people are at the forefront of technological innovation and development. On the other hand there is continued deterioration of the status of youth worldwide (particularly of young women and youth with disabilities), who are among the most vulnerable and affected by difficult social and economic conditions. This highlights the importance of sensitising governmental authorities, national and international institutions, the private sector and the civil society to the necessity to include the development of information and communication technology infrastructures and the ICT skills for young people as a high priority in their national ICT policies and respective agendas, as well as to take proactive measures in order to encourage the formulation of policies and regulatory frameworks determining the future of the information society. TC 0 Z9 0 BN 1-4020-7755-6 PY 2005 BP 281 EP 284 UT WOS:000225466200030 ER PT B AU Mantovani, O Liesenberg, H AF Mantovani, O Liesenberg, H BE Goodyear, P Sampson, DG Yang, DJT Kinshuk, X Okamoto, T Hartley, R Chen, NS TI YAI: Creation of open learning resources by aggregating metadata to shared educational contents SO 5th IEEE International Conference on Advanced Learning Technologies, Proceedings CT 5th IEEE International Conference on Advanced Learning Technologies CY JUL 05-08, 2005 CL Kaohsiung, TAIWAN AB Class preparation can often be quite time-consuming and includes the gathering of different sources as well as the transformation of selected contents into new contents better suited to specific contexts of use. An infrastructure is presented that allows to: (a) share contents produced by the community and held in an open directory, and (b) create complex open learning resources by aggregating metadata to open contents that are useful for guided tours within the open directory. Annotated trails cross the hierarchical structure of the directory in order to show to the user how different contents might relate to each other. CR BAINBRIDGE J, 2003, P 3 ACM IEEE CS JOIN, P323 Baldi S, 2003, COMMUN ACM, V46, P105, DOI 10.1145/903893.903922 BUSH V, 2004, ATLANTIC MONTHLY HATALA M, 2004, P 13 INT WORLD WIDE, P10 HEPBURN G, 2004, 1 MOND, V9 KEATS D, 2004, 1 MONDAY, V8 LESSIG LAWRENCE, 2004, FREE CULTURE HOW BIG WAYNER P, 2005, FREE ALL HOW LINUX TC 0 Z9 0 BN 0-7695-2338-2 PY 2005 BP 933 EP 935 DI 10.1109/ICALT.2005.311 UT WOS:000230898800270 ER PT S AU Newhouse, CP Reid, D AF Newhouse, C. Paul Reid, Doug BE Looi, CK Jonassen, D Ikeda, M TI The Capabilities Required by Online Tutors Mediated Through Learning Environment Factors SO TOWARDS SUSTAINABLE AND SCALABLE EDUCATIONAL INNOVATIONS INFORMED BY LEARNING SCIENCES SE Frontiers in Artificial Intelligence and Applications CT 13th International Conference on Computers in Education (ICCCE 2005) CY DEC 08-30, 2005 CL Singapore, SINGAPORE AB The Internet has provided distance education with a new delivery opportunity that tertiary institutions are rapidly deploying. However, little is known of the characteristics of effective human tutors to exploit this opportunity and what capabilities they require for particular online learning environments. This paper reports on an in-depth study examining the online learning milieu in six separate courses that incorporated the use of text-based online technologies at an Australian university. The study required a determination of the environmental factors affecting online tutor capabilities and the relationship between these capabilities and the factors. Thirteen environmental factors emerged from an analysis of the data and a set of critical online tutor capabilities based upon five categories distilled after an exhaustive review of the literature. From this a model of the mediated relationship between these capabilities and environmental factors was created and recommendations were made concerning the required capabilities of online tutors that will assist tertiary institutions in selection and training processes. Finally, the study identified a dissonance between the perceptions of tutors, students and course designers that needs careful consideration and further research. CR Bennett S., 1999, Australian Journal of Educational Technology, V15 Berge Z. L., 1995, Educational Technology, V35 Berge Z.L., 2000, DISTANCE EDUC, V21, P81, DOI 10.1080/0158791000210106 CASHION J, 2002, SECRET IS TEACHER LE, P130 COOPER, 2001, ELECT J INSTRUCTIONA, V3 Cyrs TE, 1997, NEW DIRECTIONS TEACH, V71, P15 Duggleby J., 2000, BE ONLINE TUTOR FLETCHER M, 2003, AUSTRALASIAN SOC COM FURSTBOWE J, 1996, PERFORMANCE IMPROVEM, V9, P57 Goodyear P, 2001, ETR&D-EDUC TECH RES, V49, P65, DOI 10.1007/BF02504508 GUSTAFFSON P, 2000, GUIDING HIDING ROLE, V11, P195 KOUKI R, 1999, TELELEARNING VIA INT KUPRITZ V, 1988, ELECT J INSTRUCTIONA, V3 LAMB AC, 2000, TECHTRENDS, V44, P12, DOI 10.1007/BF02818203 LARUE B, 2002, HDB ONLINE LEARNING Levy S., 2003, ONLINE J DISTANCE LE, V6 OLIVER R, 1994, DISTANCE ED TECHNOLO Phipps R., 1999, WHATS DIFFERENCE REV, P42 Salmon G., 2000, E MODERATING KEY TEA SCHOENFELDTACHE.R, 2000, INT J ED TECHNOLOGY Simonson M., 2003, TEACHING LEARNING DI SPECTOR JM, 2001, COMPLETENCIES ONLINE, P4 Volery T, 2001, J EDUC COMPUT RES, V24, P77, DOI 10.2190/F0DY-BNYJ-18RB-NNNY WHITE, 2000, TECHNICAL HORIZONS E, V27 WHITE, 2000, ONLINE TEACHING GUID TC 0 Z9 0 SN 0922-6389 BN 978-1-58603-573-0 PY 2005 VL 133 BP 307 EP 314 UT WOS:000279364400039 ER PT J AU Tikhomirov, V AF Tikhomirov, V TI Open education in Russia - Expectations and first results SO RUSSIAN EDUCATION AND SOCIETY TC 0 Z9 0 SN 1060-9393 PD MAR PY 2004 VL 46 IS 3 BP 42 EP 56 UT WOS:000220259000003 ER PT B AU Amory, A Gachie, W Clarke, P Yates, S AF Amory, A Gachie, W Clarke, P Yates, S BE Cantoni, L McLoughlin, C TI Needs analysis, development and HCI evaluation of a new learning management system SO ED-MEDIA 2004: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vols. 1-7 CT World Conference on Educational Multimedia, Hypermedia and Telecommunications CY JUN 21-26, 2004 CL Lugano, SWITZERLAND AB Learning Management Systems (LMS) are designed to manage students and content and while some offer communication tools, few integrate applications to support constructivist learning environments or authentic tasks. These systems also often include authentication processes and other systems (e.g. E-mail) that are different form those used by hosting institutions. Three instruments (expert reviews, on-line survey and interview) were used to identify institutional and user need for an appropriate LMS at the University of Natal. Using Open Source products (MySQL and PHP) a new system (Open Learning System) was designed to realize the needs previously identified. In addition OLS is designed for easy extensibility to allow the rapid development and integration of constructivist-like learning resources. This paper also reports on an HCI evaluation of OLS in order to improve the resource. CR ALEXANDER S, 1995, AUSWEB 95 Collis B., 1997, ED TECHNOLOGY REV, P11 Dalgarno B., 2001, Journal of Interactive Learning Research, V12 GRABINGER S, 1995, APPLYING REAL MODEL Greening T., 1998, Educational Technology, V38 KATZHAAS R, 1998, USABILITY INTERFACE, V5 Nielsen J, 1993, USABILITY ENG RAUTERBERG M, 2003, USER CTR DESIGN WHAT Reeves T. C., 2003, INTERACTIVE LEARNING Reeves T. C., 2002, P HERDSA, P562 REEVES TC, 1992, FINIDING FUTURE ITTE, P99 REEVES TC, 1998, EVALUATING INTERACTI Schank R. C., 1995, ENGINES ED TUCKMAN BW, 1979, ANAL DESIGN ED RES Van den Akker Jan, 1999, DESIGN APPROACHES TO, P1 WINN W, 1997, LEARNING HYPERSPACE TC 0 Z9 0 BN 1-880094-53-3 PY 2004 BP 373 EP 380 UT WOS:000229602300061 ER PT B AU Atjonen, P AF Atjonen, P BE Kinshuk, X Looi, CK Sutinen, E Sampson, D Aedo, I Uden, L Kahkonen, E TI Towards pedagogical expertise through PhD studies in educational technology SO IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS CT 4th IEEE International Conference on Advanced Learning Technologies CY AUG 30-SEP 01, 2004 CL Joensuu, FINLAND AB Some prerequisites and aims of PhD studies in the educational technology will be discussed in this paper. Integration of pedagogical and technical knowledge is important when trying to achieve expertise in using the ICT to improve the quality of learning and teaching processes. From pedagogical viewpoint ICT is seen as a tool for learning which should be planned, implemented and assessed according to the constructivistic principles. Collaborative learning is seen as promising in this respect and various kinds of cognitive tools should be developed for purposes of open learning environments. CR Edelson DC, 2002, J LEARN SCI, V11, P105, DOI 10.1207/S15327809JLS1101_4 Jonassen D.H., 2000, THEORETICAL FDN LEAR Kansanen P, 2000, TEACHERS PEDAGOGICAL SCOTT R, 1995, ASS LEARNING TECHNOL, V3, P5 Tashakkori A., 1998, MIXED METHODOLOGY CO TC 0 Z9 0 BN 0-7695-2181-9 PY 2004 BP 1064 EP 1065 DI 10.1109/ICALT.2004.1357754 UT WOS:000224458400271 ER PT B AU Belforte, G Del Corso, D Villa, A AF Belforte, G Del Corso, D Villa, A BE Pudlowski, ZJ TI The first evaluation of the Asia IN-MEM cooperation project in education SO 4TH GLOBAL CONGRESS ON ENGINEERING EDUCATION, CONGRESS PROCEEDINGS CT 4th Global Congress on Engineering Education CY JUL 05-09, 2004 CL Bangkok, THAILAND AB Asia IN-MEM is a project funded by the European Commission under the Asia IT&C Programme, which started in April 2002. It involves four universities, three in Europe and one from Asia, and is aimed at developing and delivering Masters level courses in mechatronics using multimedia and teleteaching approaches. Courses are delivered for the Asian Institute of Technology in its campus in Hanoi, Vietnam. The paper delivers a first evaluation of the project with respect to its aims and the achieved results. Different aspects are analysed in the paper. First, an overview of the developed multimedia material is presented. This is followed by identifying the project goals concerning multimedia material development compared with the actual outcomes. An analysis of the problems encountered, as well as some suggestions for future improvement, are then introduced. Finally, the impact on students with regard to the new open learning approaches and their effectiveness in providing better instruction are analysed in the light of the feedback received by students and instructors of the courses. CR BELFORTE G, 2003, WORLD T ENG TECHNOLO, V2, P229 DELCORSO D, 2002, P FIE 2002 C BOST US DELCORSO D, 2004, DELIVERABLE 5 IN MEM DELCORSO D, 2004, DELIVERABLE 6 ASIA I *EU, 5 FRAM PROGR Honey P, 1992, MANUAL LEARNING STYL, V3rd *IEEE LEARN TECHN, P148412 IEEE LTSC SALOJARVI S, 2001, ED DESIGN ODE PROJEC VILLA A, 2004, DELIVERABLE 3 ASIA I VILLA A, 2004, DELIVERABLE 4 ASIA I 2004, ASIA MEM 2003, 3DE DES DEV DEL EL E TC 0 Z9 0 BN 0-7326-2257-3 PY 2004 BP 237 EP 240 UT WOS:000222988800052 ER PT B AU Conati, C Bunt, A AF Conati, C Bunt, A BE Uskov, V TI Student modeling for open learning adaptive hypermedia SO Proceedings of the IASTED International Conference on Web-Based Education CT IASTED International Conference on Web-Based Education CY FEB 16-18, 2004 CL Innsbruck, AUSTRIA AB In this paper we discuss the importance of incorporating into adaptive hypermedia a student model that can assess the effectiveness of a learner's exploratory behavior. We describe the details of the student model in the Adaptive Coach for Exploration (ACE), an open teaming hypermedia for mathematical functions. Based on our experience of having evaluated the model with human subjects, we describe the factors such a model should incorporate to effectively provide adaptive guidance to teaming through exploration for those students who cannot explore adequately on their own. We discuss how, in addition to domain dependent elements (e.g., coverage of relevant domain concepts and prior knowledge), these factors include domain independent meta-cognitive skills such as self-explanation and self-monitoring. CR Bunt A, 2003, USER MODEL USER-ADAP, V13, P269, DOI 10.1023/A:1024733008280 BUNT A, 2001, P AIED 2001 10 INT C, P365 Chi M., 2000, ADV INSTRUCTIONAL PS, P161 CONATI C, 2000, P 5 INT C INT TUT SY, P304 Conati C., 2001, P INT US INT 01 SANT, P41, DOI 10.1145/359784.360098 D'Souza A., 2001, P AIED 2001 10 INT C, P65 NJOO M, 1993, J RES SCI TEACH, V30, P821, DOI 10.1002/tea.3660300803 Shute V., 1990, INTERACTIVE LEARNING, V1, P55 VANJOOLINGEN WR, 1991, INSTR SCI, V20, P3889 VanLehn K., 1988, FDN INTELLIGENT TUTO, P55 VEERMANS K, 1998, P INT TUT SYST 4 INT, P196 TC 0 Z9 0 BN 0-88986-406-3 PY 2004 BP 384 EP 389 UT WOS:000228663100074 ER PT B AU Grund, S Grote, G Gerber, M AF Grund, S Grote, G Gerber, M BE Cantoni, L McLoughlin, C TI What do students actually use in a blended learning course? SO ED-MEDIA 2004: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vols. 1-7 CT World Conference on Educational Multimedia, Hypermedia and Telecommunications CY JUN 21-26, 2004 CL Lugano, SWITZERLAND AB This article describes one of the first blended learning studies integrating online questionnaires, online learning diaries and log files into a systematic student's learning behavior analysis approach. An exploratory study in corporate finance is presented. A detailed description of the actual use of different training materials (books/simulations/self-testing) and scenarios (online/offline/individual/group learning) is given. The sample consisted of 161 students. The results showed that students preferred to follow a predefined learning path and to study with books, excises and self-assessment tasks rather than to use an interactive online discussion forum and open learning scenarios such as a media pool or a glossary. For improved blended learning course development at on-campus universities we suggest to focus on individual interactive material, to link multiple-choice test tasks with the final exams and to train students in using blended learning opportunities more efficiently. CR ANDERSON JR, 1996, KOGNITIVE PSYCHOLOGI Dillon A, 1998, REV EDUC RES, V68, P322, DOI 10.3102/00346543068003322 Friedrich H. F., 1997, ENZYKLOPADIE PSYCH 1, P237 GRASEL C, 2001, LEARNING ENV RES, V3, P286 Greeno JG, 1998, AM PSYCHOL, V53, P5, DOI 10.1037/0003-066X.53.1.5 GRUND S, 2003, CIELT CONCEPT INSTRU GRUND S, 2003, 0203 ETH Harter B, 2001, GLOBAL TELEPH, V9, P22 HORNEY P, 1992, MANUAL LEARNING STYL Horton W., 2000, DESIGNING WEB BASED KERRES M, 2002, HDB E LEARNING Lehtinen E., 2002, COMPUTER SUPPORTED C Mandl H., 1996, COMPUTER UNTERRICHT, P41 MARTINEZ R, 1996, VOCATIONAL ED J, V71, P47 MERRILL DM, 2002, PERFORMANCE IMPROVEM, V41, P39 MIKELSKIS HF, 2000, NEUE MED UNTERRICHT, P103 Picciano A. G., 2002, J ASYNCHRONOUS LEARN, V6, P21 Reigeluth C. M., 1999, INSTRUCTIONAL DESIGN SAUTER W, 2002, BLENDED LEARNING EFF SCHOLZ C, 2002, BLENDED LEARNING Skinner BF, 1954, HARVARD EDUC REV, V24, P86 Slavin R., 1995, COOPERATIVE LEARNING STURGILL A, 1999, INT J ED TELECOMMUNI, V5, P239 VALIATHAN R, 2002, DESIGNING BLENDED LE TC 0 Z9 0 BN 1-880094-53-3 PY 2004 BP 1053 EP 1058 UT WOS:000229602301040 ER PT B AU Mader, E Stockinger, J Reisner, B Budka, P AF Mader, E Stockinger, J Reisner, B Budka, P BE Cantoni, L McLoughlin, C TI "Latin American Studies Online" - An interdisciplinary learning system SO ED-MEDIA 2004: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vols. 1-7 CT World Conference on Educational Multimedia, Hypermedia and Telecommunications CY JUN 21-26, 2004 CL Lugano, SWITZERLAND AB "Latin American Studies Online" (LASON) is an interdisciplinary online learning system that offers didactically structured content related to Latin America to teachers and students. The aim of the learning system is to create a virtual learning space to counterbalance the lack of a "Department of Latin American Studies" at Austrian universities. The design of LASON is based on a technically "low-level" approach in order to facilitate the content production as well as an access to a free and open learning system. The authors were provided with Mindmanager 2002 Professional. In the next step the learning units are exported to XML and stored in a database. The design of the database allows the direct integration of meta data (Dublin Core Standard, LOM, etc.). The XHTML documents were automatically generated from the database and published on the WWW. A database that summarizes information on research and researchers in the field of Latin American Studies in Austria complements the content pool (CP). CR Buzan T., 1983, USE BOTH SIDES YOUR Buzan T., 1993, MIND MAP BOOK USE RA SCHATTEN A, 2000, ED MEDIA 2000 SCHULMEISTER M, 1997, GRUNDLAGEN HYPERMEDI TC 0 Z9 0 BN 1-880094-53-3 PY 2004 BP 2254 EP 2259 UT WOS:000229602302112 ER PT B AU Agranovich, BL Chudinov, VN AF Agranovich, BL Chudinov, VN BE Pudlowski, ZJ TI Open education: Conceptual regulations and systems for the projection of teaching and learning materials SO 6TH UICEE ANNUAL CONFERENCE ON ENINEERING EDUCATION, CONFERENCE PROCEEDINGS: EDUCATING FOR THE RIGHT ENVIRONMENT SE MONASH ENGINEERING EDUCATION SERIES CT 6th UICEE Annual Conference on Engineering Education CY FEB 10-14, 2003 CL CAIRNS, AUSTRALIA AB The paper presents a discussion of open education in the context of the fading class-like system of mass education and a transition to the intensive person-oriented educational process. The formation and development of this educational process technology requires constructive methods and an effective toolbox to project non-traditional teaching and learning materials. This paper is devoted to systems projecting techniques teaching and learning materials developed for open education. CR AGRANOVICH BL, 1993, CYBERNETICS HIGHER E, P32 AGRANOVICH BL, 1998, CYBERNETICS HIGHER E, P6 AGRANOVICH BL, 2001, P 4 UICEE ANN C ENG, P117 AGRANOVICH BL, 1997, AUTOMATION SEARCH DE, P38 Sanger J., 1997, YOUNG CHILDREN VIDEO TC 0 Z9 0 BN 0-7326-2240-9 PY 2003 BP 95 EP 98 UT WOS:000181347300018 ER PT B AU Richter, UM AF Richter, UM BE Nistor, N English, S Wheeler, S TI Integrating web-based learning into the curriculum - From resources to web-based courses SO TOWARD THE VIRTUAL UNIVERSITY: INTERNATIONAL ONLINE PERSPECTIVES SE PERSPECTIVE IN INSTRUCTIONAL TECHNOLOGY AND DISTANCE LEARNING CT 5th Romanian Internet Learning Workshop (RILW) CY 2001 CL ROMANIA AB This chapter presents an introduction to and overview of Web-enhanced and Web-based learning and teaching in a conventional higher education setting, with particular focus on the use of Internet resources and models of Web-based courses. After a theoretical introduction to computer-enhanced and computer-based learning and teaching, these theoretical approaches will then be applied to teaching with the Internet. Two areas of Internet application in teaching will be discussed: Using Internet resources in the form of linklists and connected tasks, and Web-based courses based on two course models. The latter will look at preliminary findings of ongoing research that is investigating models of Web-enhanced teaching and their application in a classroom situation. I have used two teaching models as pilots in language teaching, language teacher training, and applied science to evaluate their generic character. The purpose of these models is to cater for different needs. The Web-based courses are used as delivery methods in class, but also to facilitate open learning in the form of preparation, revision, and consolidation of the course by being online. An emphasis of this chapter is on the teaching methods underlying these Web-based course models and in how far they support different learner types. The study involves an in-depth look at two courses; "Web-based Language Learning" and "Web site Design and Development." Evaluations of these courses allow an insight into how students from different backgrounds (language students, language tutors, and science students) cope with and use the online courses. I will also draw attention to some of the difficulties I encountered while developing and delivering the courses and suggest ways in which these models can be developed further. Some of the teaching materials referred to in this chapter are accessible online at: http://lang.anglia.ac.uk:8300/call/index.html. CR BAUMGARTNER P, 1997, CSS J, V5 BAUMGARTNER P, 1998, LEHR LERNQUALITAT IN, P1 BAUMGARTNER P, 1994, LERNEN MIT SOFTWARE BAUMGARTNER P, 1998, EDMEDIA EDTELECOM98, P1 Bostock SJ, 1996, INSTR SCI, V24, P71, DOI 10.1007/BF00156004 BOSTOCK SJ, 1997, WEB BASED INSTRUCTIO, P225 De Corte E., 1990, Journal of Computer Assisted Learning, V6 GALL JE, 1994, INSTR SCI, V22, P207, DOI 10.1007/BF00892243 GERDES H, 1997, LERNEN HYPERTEXT Hammond N., 1993, HYPERTEXT PSYCHOL PE, P51 HAZARI SI, 1998, EVALUATION SELECTION Hunka S., 1989, Educational Technology, V29 Kennedy D. M., 1997, Australian Journal of Educational Technology, V13 Kirsh D, 1997, INSTR SCI, V25, P79, DOI 10.1023/A:1002915430871 KRISTAPIAZZI G, 1998, COMPARE WEB TOOLS CO LAURILLARD D, 1995, BRIT J EDUC TECHNOL, V26, P179, DOI 10.1111/j.1467-8535.1995.tb00340.x Laurillard D., 1993, RETHINKING U TEACHIN LEWIS R, 1988, 788 INTER LANC U Lynch P. J., 1999, WEB STYLE GUIDE BASI MERRILL MD, 1985, J COMPUT-BASE INSTR, V12, P90 Richards T. C., 1989, Educational Technology, V29 SHUELL T, 1992, F FRONTIERS INSTRUCT, P19 STEPHENS D, 1994, ACTIVE LEARNING, V1, P11 WHITTLESTONE K, 1995, P UK TOOL BOOK US C, P109 1992, CTISS FILE, V13, P7 TC 0 Z9 0 BN 1-931576-93-9 PY 2003 BP 199 EP 218 UT WOS:000184354400013 ER PT J CA Human Dev Network World Bank TI World Bank strategy in the education sector: process, product and progress SO INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT AB For the World Bank - whose mandate is to work with partners to fight poverty and improve the quality of life in developing countries - education is central to the development agenda. While considerable progress has been made with increased access and improved outcomes in many developing countries, significant challenges remain. The World Bank has recently launched a new Sector Strategy designed to identify the Banks's priorities and directions in the education sector through cross-country and cross-regional analysis. The article outlines the process of development of the first Education Sector Strategy from conception (1997) to the formal presentation to the Executive Board of Directors (1999), highlighting the tensions that emerged during its evolution. The article proceeds to identify four global strategic priorities based on the Bank's commitment to the international education goals and the consensus - that there must be an unrelenting focus on the quality of teaching and learning - namely, (1) reaching for international goals; (2) early interventions; (3) innovative delivery: distance education, open learning and the use of new technologies; and (4) selected areas of system reform. The paper concludes with an:assessment of overall progress towards goals and objectives across the Bank's Education network. (C) 2002 Elsevier Science Ltd. All rights reserved. TC 0 Z9 0 SN 0738-0593 PD SEP PY 2002 VL 22 IS 5 BP 429 EP 437 UT WOS:000177805100002 ER PT B AU Katz, L Chang, E Lyndon, J Scialfa, CT Rezaei, AR Aizenman, C Kopp, G AF Katz, L Chang, E Lyndon, J Scialfa, CT Rezaei, AR Aizenman, C Kopp, G BE Kinshuk, X Lewis, R Akahori, K Kemp, R Okamoto, T Henderson, L Lee, CH TI Approaches to peer-to-peer learning in the adult disadvantaged population SO INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION, VOLS I AND II, PROCEEDINGS CT International Conference on Computers in Education CY DEC 03-06, 2002 CL AUCKLAND, NEW ZEALAND AB This paper concerns the design of the Collaborative Open Learning Technologies (COLT) project(1), led by Dr. Larry Katz, Faculty of Kinesiology, University of Calgary. COLT partners include: Calgary Smart Communities, First Nations (Tsuu T'ina), and iW Technologies. In addition, Bow Valley College, a diversified secondary institution encompassing career training and upgrading, is a research partner providing students and research staff. The objective of the COLT project is to provide the adult, disadvantaged learner with the concepts needed for skills acquisition in computing and technology use, through collaborative approaches. This process will be supported by computer communications and multimedia technologies. Success will be defined by learners acquiring the requisite skills with improved conceptual understanding, and increased employment potential. CR CHANG E, 2002, 0102 COLT U CALG Katz L., 1999, Canadian Journal of Communication, V24 KERKA S, 1988, 76 ERIC LYNDON J, 2002, 0101 COLT U CALG Mazur E., 1997, PEER INSTRUCTION USE MYHRE K, 2002, COMMUNICATION Rezaei A, 1998, J EDUC COMPUT RES, V19, P155 SCIALFA CT, 2002, 0103 U CALG TC 0 Z9 0 BN 0-7695-1509-6 PY 2002 BP 392 EP 393 UT WOS:000180516000106 ER PT B AU McLoughlin, C Hutchinson, H Koplin, M AF McLoughlin, C Hutchinson, H Koplin, M BE Kinshuk, X Lewis, R Akahori, K Kemp, R Okamoto, T Henderson, L Lee, CH TI Different media for language learning: Does technology add quality? SO INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION, VOLS I AND II, PROCEEDINGS CT International Conference on Computers in Education CY DEC 03-06, 2002 CL AUCKLAND, NEW ZEALAND AB One aspect of second language teaching that has received attention over the past few years is the impact of delivery mode on student performance and skill development. In the past decade, the use of technology for foreign language instruction has expanded rapidly and with it has come the expectation that online methods of teaching will supersede other more traditional methods of language learning. This article reports on a longitudinal study of Australian students studying French in three different modes. The results indicate that performance and achievement in 'open learning' mode where students self-direct their own learning, has the most successful approach, even when on line facilities have not been available to learners. The results of the study affirm that multimedia enhanced teaching of foreign languages is highly successful. CR Beauvois M, 1998, CAN MOD LANG REV, V54, P198 DYWER D, 1996, EDUC LEADERSHIP, V54, P24 Hutchinson H, 1998, AUMLA, P67 HUTCHINSON H, 1997, AUSTR LANG LIT ASS C HUTCHINSON H, 1997, FRENCH ACTION FACE F McLoughlin C, 1998, BRIT J EDUC TECHNOL, V29, P125, DOI 10.1111/1467-8535.00054 Nowaczyk R. H., 1998, INT J INSTRUCTIONAL, V25, P367 SCHRUM JL, 2000, TEACHERS HDB CONTEXT Stepp-Greany J., 2002, LANGUAGE LEARNING TE, V6, P165 WEAVER C, 1990, UNDERSTANDING WHOLE Weiss J., 1994, TECHNOLOGY LEARNING, V14, P30 TC 0 Z9 0 BN 0-7695-1509-6 PY 2002 BP 681 EP 684 UT WOS:000180516000192 ER PT J AU Kelly-Vance, L Caster, A Ruane, A AF Kelly-Vance, L Caster, A Ruane, A TI Nongraded versus graded elementary schools: An analysis of achievement and social skills SO ALBERTA JOURNAL OF EDUCATIONAL RESEARCH AB In the last decade nongraded schools have regained popularity. Researchers and practitioners question the impact of the present applications of the nongraded structure on students. Two separate studies were conducted that compared the effects of nongraded and graded school grouping structures. The first study analyzed academic outcomes in reading math, written language, and spelling. The second study evaluated the relationship between school type and social skills. Results indicated that students in the primary level (grades 1, 2, and 3) who attended the nongraded school performed better than their counterparts in the graded school on the reading and math assessment, but there were no differences in written language or spelling. At the intermediate level (grades 4, 5, and 6), students at the nongraded school performed better in written language and spelling, but the scores did not differ in reading or math. Students in the nongraded schools reported a higher level of social skills than students at the graded schools. The results and implications for school practice are discussed. CR Agostin TM, 1997, PSYCHOL SCHOOLS, V34, P219 ANDERSON RH, 1993, PRINCIPAL, V72, P9 ARLIN M, 1976, ELEM SCHOOL J, V76, P219, DOI 10.1086/460976 BELL AE, 1976, BRIT J EDUC PSYCHOL, V46, P235 BELL AE, 1974, PERCEPT MOTOR SKILL, V39, P407 BLACK S, 1993, EXECUTIVE ED, V15, P17 BURSUCK WD, 1986, J CLIN CHILD PSYCHOL, V15, P41, DOI 10.1207/s15374424jccp1501_5 BYRNES DA, 1994, J RES CHILDHOOD ED, V9, P15 Cartledge G., 1978, REV EDUC RES, V1, P133 DELPIT LD, 1992, THEOR PRACT, V31, P295 ENTWISLE DR, 1994, CHILD DEV, V65, P1521, DOI 10.1111/j.1467-8624.1994.tb00833.x FORD BE, 1977, ELEM SCHOOL J, V78, P149, DOI 10.1086/461096 FORMAN SG, 1978, J EDUC PSYCHOL, V70, P101 FRANKS DD, 1974, J RES DEV EDUC, V8, P20 GIACONIA RM, 1982, REV EDUC RES, V52, P579, DOI 10.3102/00346543052004579 GOODLAND JI, 1987, NONGRADED ELEMENTARY GRESHAM FM, 1998, SOCIAL SKILLS RATING GRESHAM FM, 1989, J LEARN DISABIL, V22, P120 GRESHAM FM, 1980, J CONSULT CLIN PSYCH, V48, P718, DOI 10.1037/0022-006X.48.6.718 GUTIERREZ R, 1992, REV EDUC RES, V62, P333, DOI 10.3102/00346543062004333 HATLEY RV, 1977, S J ED RES, V11, P183 HICKS JM, 1973, PSYCHOL REP, V33, P739 KLAFF FR, 1975, J SCHOOL PSYCHOL, V13, P97, DOI 10.1016/0022-4405(75)90016-3 KRASNER M, 1984, EDUCATION, V105, P206 LADD GW, 1990, CHILD DEV, V61, P1081, DOI 10.1111/j.1467-8624.1990.tb02843.x LODISH R, 1992, PRINCIPAL, V71, P20 Mason DW, 1996, ELEM SCHOOL J, V96, P439, DOI 10.1086/461838 Matthews MW, 1997, READ RES INSTRUCT, V36, P225 MCLOUGHLIN WP, 1970, ELEM SCHOOL J, V71, P90, DOI 10.1086/460618 MILLER BA, 1993, MULTIAGE CLASSROOMS, P65 NASON RB, 1991, CHILDHOOD ED, V5, P300 PARKER JG, 1987, PSYCHOL BULL, V102, P357, DOI 10.1037//0033-2909.102.3.357 Patrick H, 1997, EDUC PSYCHOL-US, V32, P209, DOI 10.1207/s15326985ep3204_2 Pavan B.N., 1993, NONGRADEDNESS HELPIN Salvia J., 1998, ASSESSMENT Shinn M. R., 1989, CURRICULUM BASED MEA Shinn M. R., 1998, ADV APPL CURRICULUM SLAVIN RE, 1987, REV EDUC RES, V57, P293, DOI 10.3102/00346543057003293 SLAVIN RE, 1992, EDUC LEADERSHIP, V50, P24 STONE S, 1995, CHILDHOOD ED, V71, P102 TANNER CK, 1995, J RES DEV EDUC, V28, P135 Veenman S, 1995, REV EDUC RES, V65, P319, DOI 10.3102/00346543065004319 WONG MR, 1977, CHILD STUDY J, V7, P117 WRIGHT RJ, 1975, AM EDUC RES J, V12, P449 TC 0 Z9 0 SN 0002-4805 PD WIN PY 2000 VL 46 IS 4 BP 372 EP 390 UT WOS:000167020900007 ER PT S AU Ruohonen, MJ AF Ruohonen, MJ BE Juliff, P Kado, T Barta, BZ TI Network-centric work - Implications to professional it education SO EDUCATING PROFESSIONALS FOR NETWORK-CENTRIC ORGANIZATIONS SE INTERNATIONAL FEDERATION FOR INFORMATION PROCESSING CT International Working Conference on Educating Professionals for Network-Centric Organisations CY AUG 23-28, 1998 CL SAITAMA, JAPAN AB Telework; telelearning and telecommuting are current buzzwords in the modern information society. information and communication technology (ICT) gives us many options and challenges to transform work and learning processes being independent of time and place. However, some findings indicate that people are still moving to city centres despite teleworking and telelearning opportunities. Division of tasks and processes, support of management technological problems, location of telework sites and acceptance of new technology are some of the inhibitors The following study focuses on three research areas First, it examines the quality and level of ICT used in households of Finnish business people; secondary, the current state and growth of networking in office and at home; and thirdly the related service and financial issues hindering the implementation of network-centric technology and processes. The sample represents the views of Finnish small and medium size enterprises' managers which actually may gain the most from telework and telelearning. Results indicate that the emerging network technology should fit with the current technology used in households and with no major barriers, either technical or social On the other hand the services and content of network-centric working and learning should be clear and visible. CR GOODMAN S, 1995, COMMUN ACM, V38, P21 Gray M., 1993, TELEWORKING EXPLAINE KNOLL K, 1995, LEARING WORK DISTRIB Leidner D. E., 1993, INFORMATION SYSTEMS, V4, P24, DOI 10.1287/isre.4.1.24 MOON C, 1997, QUADERNI PSICOLOGIA, V5, P337 NEWMAN W, 1998, CAPACITY BUILDING IT Rogers E. M, 1983, DIFFUSION INNOVATION RUOHONEN MJ, 1998, P LETTET 98 MATILDA, V18, P28 FINNISH BUSINESS J TC 0 Z9 0 SN 1571-5736 BN 0-412-84690-X PY 1999 VL 17 BP 9 EP 17 UT WOS:000167233400003 ER PT J AU Kinman, R AF Kinman, R TI Cracking (open) a learner-centred door: Open learning or just an open question? SO INNOVATIONS IN EDUCATION AND TRAINING INTERNATIONAL AB In many educational settings a move to more open learning presents difficulties. In the context of 'massified' higher education, in a new and impecunious British university, those difficulties are considerable. This paper discusses the problems in attempting to focus learning more upon the student in a popular undergraduate module which introduces the topic of business computing. The changes are described and an analysis of whether greater openness has been achieved is presented. Difficulties in encouraging students to move from a passive model of education are considered. The unexpected changes flowing from withdrawal of academic staff in favour of technical demonstrators are noted. A conclusion is that students, university management and academic staff themselves have reasons to resist greater openness, and that continued rapid change in a climate of stringency also limits the opportunities for innovation. Funding the continued research that is clearly needed will be difficult. CR BOUD D, 1988, DEV STUDENT AUTONOMY, P35 EDEARDS R, 1991, BRIT J EDUC TECHNOL, V23, P4 EDWARDS R, 1991, OPEN LEARNING JUN, P36 FREEMAN R, 1990, OPEN LEARNING NOV, P3 Goodyear P., 1992, Journal of Computer Assisted Learning, V8, DOI 10.1111/j.1365-2729.1992.tb00401.x Heron J, 1988, DEV STUDENT AUTONOMY, V2nd, P77 HULL J, 1993, BRIT J ED TECHNOOGY, V24, P207 IPHOFEN R, 1993, ADULTS LEARNING OCT, P42 ISAACS G, 1990, EDUC TRAIN TECHNOL, V27, P85 LEWIS R, 1986, OPEN LEARNING, V1, P48 LEWIS R, 1992, OPEN LEARNING NOV, P20 LEWISR, 1990, OPENING LEARNING FEB, P3 LISEWSI B, 1994, OPEN LEARNING JUN, P12 NAYLOR P, 1990, OPEN LEARNING FEB, P9 PAUL R, 1990, OPENING LEARNING FEB, P31 STEWART JA, 1993, SOC TEXTHYPERTEXT HY TAIT A, 1989, ADULT EDUC, V61, P308 Walker L., 1995, I CHANGE ABILITY BAS WHITLOCK Q, 1989, EDUC TRAIN TECHNOL, V26, P141 WILLIAMS N, 1992, INSTR SCI, V21, P125, DOI 10.1007/BF00119660 WILSON T, 1983, ED MEDIA INT, V20, P16, DOI 10.1080/09523988308549092 TC 0 Z9 0 SN 1355-8005 PD FEB PY 1998 VL 35 IS 1 BP 59 EP 65 DI 10.1080/1355800980350108 UT WOS:000073032100008 ER PT B AU Bobbio, A Del Corso, D Farinetti, L Malnati, G Ovcin, E Vidotto, D AF Bobbio, A Del Corso, D Farinetti, L Malnati, G Ovcin, E Vidotto, D GP IACEE IACEE TI SICURO project SO KNOWLEDGE REVOLUTION, THE IMPACT OF TECHNOLOGY ON LEARNING, PROCEEDINGS CT 7th World Conference on Continuing Engineering Education: the Knowledge Revolution - the Impact of New Technologies o n Learning CY MAY 10-13, 1998 CL TURIN, ITALY AB The Sicuro project consists of the design and the realisation of a course in Open Learning for people responsible for industrial safety. Sicuro project is an experimentation of at least three point of view. 1. the integration of many different subject to give an overview on all aspect related to the industrial safety: 2. the added value of the distance learning education; 3. new powerful technology used in multimedia interactive package. TC 0 Z9 0 PY 1998 BP 334 EP 338 UT WOS:000077262500069 ER PT B AU Garito, MA AF Garito, MA GP IACEE IACEE TI Multi-mediality in the network: Towards integrated and open learning SO KNOWLEDGE REVOLUTION, THE IMPACT OF TECHNOLOGY ON LEARNING, PROCEEDINGS CT 7th World Conference on Continuing Engineering Education: the Knowledge Revolution - the Impact of New Technologies o n Learning CY MAY 10-13, 1998 CL TURIN, ITALY AB GIOTTO has the objective of developing a feasibility study and relative research for the creation of a long distance European Diploma for Operators of CULTURAL AFFAIRS and completing and testing a prototype lesson for the Diploma course, based on the model which has been drawn up and on the contents of the curricular course in the feasibility study. GIOTTO is a project supported by the European Union within the community program SOCRATES. The GIOTTO Prototype aims at developing and testing a "model" lesson for the Diploma course by creating a real live hypermedial learning environment, in which different modalities and different languages of instruction and learning used in long distance didactics are integrated. The metaphor which has been chosen to represent such an environment is that of the Palace of Knowledge, a virtual Palace that, thanks to a simple Personal Computer, allows the student to access knowledge, by means of different ways, types and forms of communication: the various "environments" of the Palace of Knowledge are places in which it is possible to put into effect personalised, but at the same time, didactically harmonised study strategies, in relation to individual needs. The Palace of Knowledge is divided into 4 "environments': which represent an equivalent number of multimedial spaces planned in order to develop knowledge and ability, through different cognitive strategies which are integrated between each other. The didactic project has been developed by Maria Amata Garito Professor of Technologies of Instruction and Learning at the Faculty of Psychology of the University of Rome "La Sapienza". From a technical point of view, the project has been developed by Michalakis Pilavakis. From a contents stand-point, the prototype implements an introductory lesson of the module "European History", one of the base module of the first year of the GIOTTO Diploma, developed by Prof. L. Godart of the University of Naples "Federico II". TC 0 Z9 0 PY 1998 BP 205 EP 215 UT WOS:000077262500043 ER PT B AU Ottewill, R Jennings, PL AF Ottewill, R Jennings, PL BE Milter, RG Stinson, JE Gijselaers, WH TI Open learning versus lecturing - Creating and sustaining competitive advantage in business and management education SO EDUCATIONAL INNOVATION IN ECONOMICS AND BUSINESS III: INNOVATIVE PRACTICES IN BUSINESS EDUCATION SE EDUCATIONAL INNOVATION IN ECONOMICS AND BUSINESS CT 3rd Conference on Educational Innovation in Economics and Business CY DEC 05-07, 1996 CL ORLANDO, FL CR BEHR AL, 1988, STUD HIGH EDUC, V13, P189, DOI 10.1080/03075078812331377866 Bligh D. A., 1972, WHATS USE LECT Bloom B. S., 1953, J GENERAL ED, V7, P160 BROWN GA, 1980, EXPLAINING STUDIES H BROWN GA, 1979, LEARNING LECT CANNON RA, 1988, LECTURING Gibbs G., 1992, IMPROVING QUALITY ST GIBBS G, 1982, STAND C ED DEV SERV GIBBS G, 1984, 53 INTERESTING THING GIBBS G, 1996, RESOURCE BASED LEARN, P10 HARRIS N, 1995, J FURTHER HIGHER ED, V3, P63 ISAACS G, 1994, STUD HIGH EDUC, V19, P203, DOI 10.1080/03075079412331382047 JENNINGS PL, 1994, P C IMPL OP LEARN BU JENNINGS PL, 1996, OPEN LEARNING, V11, P13, DOI 10.1080/0268051960110202 KROMREY JD, 1995, STUD HIGH EDUC, V20, P341, DOI 10.1080/03075079512331381605 Lewis R., 1986, OPEN LEARNING, V1, P5, DOI 10.1080/0268051860010202 LISEWSKI B, 1994, OPEN LEARNING, V9, P12, DOI 10.1080/0268051940090203 *OP LEARN FDN, 1994, P C IMPL OP LEARN BU PETERS DL, 1972, J EDUC PSYCHOL, V63, P276, DOI 10.1037/h0032647 Porter M. E., 1980, COMPETITIVE STRATEGY Porter M. E., 1985, COMPETITIVE ADVANTAG Race P., 1989, OPEN LEARNING HDB SE Race P., 1994, OPEN LEARNING HDB PR ROBINSON WR, 1991, INT J SCI EDUC, V13, P203, DOI 10.1080/0950069910130207 Rumble G., 1989, OPEN LEARNING, V4, P28, DOI 10.1080/0268051890040206 SIMPKINS T, 1994, RESOURCING CHANGE UN Spence RB, 1928, J EDUC PSYCHOL, V19, P454, DOI 10.1037/h0071139 *THESIS, 1996, STAT DAT HIGH ED TRE *UTMU, 1976, IMPR TEACH HIGH ED Wade W., 1994, FLEXIBLE LEARNING HI TC 0 Z9 0 BN 0-7923-5001-4 PY 1998 VL 3 BP 267 EP 281 UT WOS:000085198200016 ER PT B AU Pellegrini, U AF Pellegrini, U GP IACEE IACEE TI A modular multimedia multilingual knowledge base for open learning applications SO KNOWLEDGE REVOLUTION, THE IMPACT OF TECHNOLOGY ON LEARNING, PROCEEDINGS CT 7th World Conference on Continuing Engineering Education: the Knowledge Revolution - the Impact of New Technologies o n Learning CY MAY 10-13, 1998 CL TURIN, ITALY AB From a disciplinary "Modular Multimedia Multilingual Knowledge Base 3MKB" structured as a hypertextualized repository for information retrieval, it is possible to generate many different dedicated coursewares. When reading one of these coursewares, learner can follow: 1) the authors driven path for learning, 2) an open path when browsing in 3MKB, 3) an added-intelligence path using, as a tutor, an expert system distributed in 3MKB. Multimedia modules can be managed for static or dynamic presentation and can be linked together to simulate a lesson, a study or a homework session. This methodology, achieves a twofold aim: I) increases the teacher productivity when writing a courseware, 2) increases students tools for understanding during the learning process. TC 0 Z9 0 PY 1998 BP 216 EP 221 UT WOS:000077262500044 ER PT B AU Lundin, R AF Lundin, R GP UNIV WISCONSIN, DISTANCE TEACHING & LEARNING CONF UNIV WISCONSIN, DISTANCE TEACHING & LEARNING CONF TI Flexible delivery of continuing professional education: Models, issues, and trends SO 13TH ANNUAL CONFERENCE ON DISTANCE TEACHING & LEARNING: COMPETITION CONNECTION COLLABORATION CT 13th Annual Conference on Distance Teaching and Learning - Competition, Connection, Collaboration CY AUG 06-08, 1997 CL MADISON, WI HO UNIV WISCONSIN AB The rapid growth in flexible delivery of open learning and teaching through the use of interactive communication technologies poses significant questions relating to resource allocations, different learning environments, more demanding time constraints and new modes and techniques of communication. Current practice regarding continuing professional development programs indicates that little has been done to provide an appropriate conceptualisation of flexible delivery or open learning, particularly in the distance mode, reflecting sound educational principles and contemporary design elements to maximise learning outcomes using interactive communications technologies. Evidence collected to date indicates that design and delivery of professional development programs, as well as ways of meeting adult learning principles, are different when new interactive communications technologies are applied. This paper will address the issues inherent in this problem, provide examples of ways in which new models are addressing the issues as well as present what appear to be trends in such delivery. TC 0 Z9 0 PY 1997 BP 197 EP 202 UT WOS:000077113000035 ER PT B AU Rigby, B AF Rigby, B BE Passey, D Samways, B TI Networking educational change: meeting the challenge of systemic school reform SO INFORMATION TECHNOLOGY: SUPPORTING CHANGE THROUGH TEACHER EDUCATION CT IFIP TC3 WG3 1/3 5 Joint Working Conference on Information Technology - Supporting Change Through Teacher Education CY JUN 30-JUL 05, 1996 CL KIRYAT ANAVIM, ISRAEL AB Teachers and schools face unprecedented calls for change which have resulted in a demand for improved teacher education and professional development that cannot be met using established methods. School level interpretation of, and response to, policies and driving factors has produced important answers to the challenge. Computer assisted networking provides a mechanism by which teachers can learn directly from each other and provide peer support in an environment which is enhanced by, but not dependent upon, the participation of teacher trainers and administrators. TC 0 Z9 0 BN 0-412-79760-7 PY 1997 BP 195 EP 201 UT WOS:A1997BJ32S00024 ER PT B AU Selinger, M AF Selinger, M BE Passey, D Samways, B TI Learning to teach at a distance: exploring the role of electronic communication SO INFORMATION TECHNOLOGY: SUPPORTING CHANGE THROUGH TEACHER EDUCATION CT IFIP TC3 WG3 1/3 5 Joint Working Conference on Information Technology - Supporting Change Through Teacher Education CY JUN 30-JUL 05, 1996 CL KIRYAT ANAVIM, ISRAEL AB The Open University is now training the third cohort of PGCE students since its inception in 1994. Approximately 1,100 graduates are trained to teach: in primary and secondary schools each year on an 18 month part-time distance taught course. In addition to traditional text based materials, video and audio cassettes, students are loaned an Apple computer for the duration of the course complete with Clarisworks, a Stylewriter printer, a modem and the electronic conferencing system, FirstClass. In this paper some of the issues that have emerged to date will be explored in an attempt to illustrate the potential of this form of communication for teacher education both in traditional institutions and in distance education for beginning teachers and teachers in the early years of their career. These include the establishment of the system, the training and workload implications for staff, and the students' perceptions based on questionnaire data gathered to date. TC 0 Z9 0 BN 0-412-79760-7 PY 1997 BP 334 EP 340 UT WOS:A1997BJ32S00042 ER PT B AU Visser, J Jain, M AF Visser, J Jain, M BE Passey, D Samways, B TI Towards building open learning communities: re-contextualising teachers and learners SO INFORMATION TECHNOLOGY: SUPPORTING CHANGE THROUGH TEACHER EDUCATION CT IFIP TC3 WG3 1/3 5 Joint Working Conference on Information Technology - Supporting Change Through Teacher Education CY JUN 30-JUL 05, 1996 CL KIRYAT ANAVIM, ISRAEL AB This paper seeks to situate ICTs and their application in the domain of teacher education within the broader construct of ''open learning communities.'' It attempts to use the opportunity of discussing ICTs to (1) raise fundamental questions about the ends and means of teaching and learning within a broader social, political, economic and cultural context, and (2) explore alternative approaches to building increasingly dynamic learning environments that are consistent with and responsive to the needs, interests and aspirations of individual learners and their local contexts/communities. TC 0 Z9 0 BN 0-412-79760-7 PY 1997 BP 20 EP 32 UT WOS:A1997BJ32S00002 ER PT B AU Weber, W AF Weber, W BE Passey, D Samways, B TI Advisory centre for new technologies - an addition to teacher training SO INFORMATION TECHNOLOGY: SUPPORTING CHANGE THROUGH TEACHER EDUCATION CT IFIP TC3 WG3 1/3 5 Joint Working Conference on Information Technology - Supporting Change Through Teacher Education CY JUN 30-JUL 05, 1996 CL KIRYAT ANAVIM, ISRAEL AB With the advent of new media for education we have set ourselves the goal of improving the quality of learning. Because of the dynamic development in this field it is nearly impossible for individual teachers to obtain an overview of what is on offer and to find new media which can support their lessons effectively. This is why an advisory system for new technologies has been built up in North Rhine-Westphalia: this comprises one central advisory centre and five regional ones. The central advisory centre periodically produces information papers to provide orientation in the field of new information and communication technologies. In particular it compiles information on all new media on the market for teaching and learning and evaluates these media with respect to technical, theoretical and media-related educational aspects. Bibliographic information of these media, evaluation reports and also practice reports are stored in the database SODIS (Software Documentation and Information System). This database is a joint product of the German states and the Republic of Austria The aim of this work is to find new media from the mass which can improve the quality of learning. Such media are assessed as being examples of 'good new media' for leaning. Project ideas and exemplary lessons are specially developed, prepared and tested. The regional advisory centres are places where teachers can obtain all this information and counselling, too. Here teachers can examine and test all the examples of 'good new media' for learning and judge them for themselves. Regional advisory centres are places where contacts can be made and information exchanged. The regional centres can react in a flexible and individual way to teachers' needs. When invited, the regional advisors supervise and advise working groups, evaluate the results and incorporate them into the system. They also go into schools and do on-the-spot counselling. They find out where information is required and react with offers or by passing information on to the teacher training institutions with whom they closely co-operate. TC 0 Z9 0 BN 0-412-79760-7 PY 1997 BP 125 EP 131 UT WOS:A1997BJ32S00015 ER PT J AU Cock, S Pickard, P AF Cock, S Pickard, P TI A flexible learning approach to foundation maths SO INNOVATIONS IN EDUCATION AND TRAINING INTERNATIONAL AB The conventional pedagogy of maths teaching in Higher Education is one of transmission. These methods have been shown to fail on a number of counts. The paper describes how a foundation course maths unit was transformed from being teacher and content led into one in which students took almost complete responsibility for their own learning. The way of working is referred to as 'Supported Open Learning' - the materials used are free-standing, but teachers have a central role in supporting, directing and giving feedback to the learner. The scheme was designed to encourage students to collaborate and to use a range of other materials, including books and computers. The assessment of the course was designed to encourage the learners to develop ownership and understanding of the mathematical concepts. In 1995/96 the course was run for 100 students within a plethora of institutional constraints. Students reported positive attitudes to the new methods. CR BURTON L, 1995, EUR ASS C LEARN INST ISAACSON Z, 1990, GENDER MATH INT PERS *OFSTED, 1995, REC RES MATH ED 5 16 Race P., 1995, OPEN LEARNING HDB Sutherland R., 1995, CHANGING MATH BACKGR *U N LOND AC BOARD, 1990, ACC POL STAT WISDOM J, 1996, 2 C MATHH SUPP ASS U 1996, MATH SUPPORT NEW SUM TC 0 Z9 0 SN 1355-8005 PD NOV PY 1996 VL 33 IS 4 BP 271 EP 277 UT WOS:A1996VW55200003 ER PT J AU McClements, R AF McClements, R TI Technology, open learning and distance education - Bates,AW SO INNOVATIONS IN EDUCATION AND TRAINING INTERNATIONAL CR BATES AW, 1996, TECHNOLOGY OPEN LEAR TC 0 Z9 0 SN 1355-8005 PD NOV PY 1996 VL 33 IS 4 BP 340 EP 341 UT WOS:A1996VW55200012 ER PT J AU Temple, H AF Temple, H TI Technology, open learning and distance education - Bates,AW SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY CR Bates A. W., 1995, TECHNOLOGY OPEN LEAR TC 0 Z9 0 SN 0007-1013 PD MAY PY 1996 VL 27 IS 2 BP 150 EP 151 UT WOS:A1996UN95300010 ER PT J AU Cox, S AF Cox, S TI 53 interesting activities for open learning - Kember,D, Murphy,D SO INNOVATIONS IN EDUCATION AND TRAINING INTERNATIONAL CR KEMBER D, 1994, 53 INTERESTING ACTIV TC 0 Z9 0 SN 1355-8005 PD FEB PY 1996 VL 33 IS 1 BP 75 EP 75 UT WOS:A1996UG41200013 ER PT B AU Dolan, JR AF Dolan, JR BE Hedberg, JG Steele, JR McNamara, S TI Getting the job done: Distance learning in the RAAF SO LEARNING TECHNOLOGIES: PROSPECTS AND PATHWAYS - SELECTED PAPERS FROM EDTECH '96 CT Biennial Conference of the Australian-Society-for-Educational-Technology on Learning Technologies - Prospects and Pathways (EdTech 96) CY JUL 07-10, 1996 CL MELBOURNE, AUSTRALIA HO UNIV MELBOURNE AB In recent years the philosophy of Open Learning has emerged as a possible future for education and training om Australia. Open Learning can be considered as an umbrella term which refers to a whole series of varied educational initiatives and approaches (Kember, 1995), the most commonly known approach is that of Distance Education. It provides grater flexibility and access to training and education than traditional classroom based approaches. Organisations adopting the philosophy can refer to many successful working examples as a guide on which to model themselves. However, with all this growth in Open Learning there still exists a need for specialist training systems to meet specialists requirements. TC 0 Z9 0 BN 0-646-28615-3 PY 1996 BP 25 EP 30 UT WOS:A1996BJ50R00005 ER PT B AU McAlpine, I AF McAlpine, I BE Hedberg, JG Steele, JR McNamara, S TI A combined video and CAL package on advanced level library skills for open learning students SO LEARNING TECHNOLOGIES: PROSPECTS AND PATHWAYS - SELECTED PAPERS FROM EDTECH '96 CT Biennial Conference of the Australian-Society-for-Educational-Technology on Learning Technologies - Prospects and Pathways (EdTech 96) CY JUL 07-10, 1996 CL MELBOURNE, AUSTRALIA HO UNIV MELBOURNE AB Advanced level keyword and subject searching of library catalogues and CD-ROMs is a skill that requires an effective strategic approach. The need to evaluate the outcome at every step, and to restructure the search strategy as a result of the evaluation of each step, means that the searcher must be able to think flexibly and to apply knowledge and experience to the task of searching. This task can be daunting to the novice, or even moderately experienced, searcher. In this project, video and computer assisted learning (CAL) materials were developed that would model the search process, and provide experience to the learner in the process of analysis, evaluation and reconceptualisation that are critical to effective searching, and provide practical experience of the types of outcomes that may result from keyword searching. TC 0 Z9 0 BN 0-646-28615-3 PY 1996 BP 82 EP 86 UT WOS:A1996BJ50R00014 ER PT J AU BROWN, S AF BROWN, S TI OPEN LEARNING COURSES FOR ADULTS - A MODEL OF STUDENT PROGRESS - KEMBER,D SO INNOVATIONS IN EDUCATION AND TRAINING INTERNATIONAL CR Kember D., 1995, OPEN LEARNING COURSE TC 0 Z9 0 SN 1355-8005 PD AUG PY 1995 VL 32 IS 3 BP 291 EP 292 UT WOS:A1995TC30700013 ER PT J AU OHAGAN, C AF OHAGAN, C TI CUSTOM VIDEOS FOR FLEXIBLE LEARNING SO INNOVATIONS IN EDUCATION AND TRAINING INTERNATIONAL AB This paper describes a breakthrough in the use of video technology in higher education, which empowers teachers to produce resource-based learning materials which can be used flexibly, for example by extending the accessibility to part-time and distance students of core material, such as lectures given to full-time students. VESOL, Video autoEditing System for Open Learning, is shown to have a wide range of applications and modifications which build on the normal presentation skills of lecturers, so empowering them to create independent learning materials using a technology which for playback is ubiquitous in higher education, but which has previously had a technocratic aura around the production of dedicated programmes. Some of the educational issues surrounding the use of video and the videoing of lectures are also examined. CR BAXTER EP, 1989, HIGH EDUC, V18, P338 BLIGH DA, 1972, WHATS USE LECTURES ENTWISTLE N, 1993, IMPACT TEACHING LEAR, P19 Gayeski D. M., 1989, Educational Technology, V29 GIBBS G, 1992, PCFC2 TEACH MOR STUD, P2 GIBBS G, 1992, PCFC1 TEACH MOR STUD, P5 LEE C, 1987, TRAINING, V24, P51 OHAGAN CM, 1995, BRIT U FILM VIDEO CO OHAGAN CM, 1994, AUDIO VISUALITY, V1, P96 OHAGAN CM, 1995, COMPUTER ASSISTED OP OHAGAN CM, 1994, DESIGNING LEARNING E, P220 OHAGAN CM, 1995, UNPUB EMPOWERING TEA Schramm W., 1977, BIG MEDIA LITTLE MED TUCKEY C, 1992, USES NEW TECHNOLOGY, P10 TC 0 Z9 0 SN 1355-8005 PD MAY PY 1995 VL 32 IS 2 BP 131 EP 138 DI 10.1080/1355800950320207 UT WOS:A1995RM25800007 ER PT J AU GOODYEAR, P AF GOODYEAR, P TI SITUATED ACTION AND DISTRIBUTED KNOWLEDGE - A JITOL PERSPECTIVE ON EPSS SO INNOVATIONS IN EDUCATION AND TRAINING INTERNATIONAL AB The Just-In-Time Open Learning (JITOL) project is a major research and development project funded by the European Community's DELTA programme. This paper offers a JITOL perspective on electronic performance support as a technology for accessing distributed knowledge and promoting the collaborative evolution of new working practices. CR Alessi S. M., 1991, COMPUTER BASED INSTR Bines H., 1992, DEV PROFESSIONAL ED Boehm B. W., 1988, IEEE COMPUT, V21, P61 Carr C., 1992, AI Expert, V7 CARROLL J, 1988, TR RC13454 IBM RES D Connell J., 1989, STRUCTURED RAPID PRO DEDIANA I, 1993, EDUC TRAIN TECHNOL, V30, P191 DEHOOG R, 1993, SEP EARLI C AIX EN P Dobson M., 1993, Journal of Computer Assisted Learning, V9, DOI 10.1111/j.1365-2729.1993.tb00261.x GARDIOL C, 1993, TELETEACHING, P269 GOEL V, 1988, DPS1 U CAL REP GOODYEAR P, 1994, AUTOMATING INSTRUCTI GOODYEAR P, IN PRESS J TRAINING GOODYEAR P, IN PRESS INSTRUCTION, V2 GOODYEAR P, 1993, SEP S COMP SUPP COLL GOODYEAR P, 1994, CTISS FILE, V17, P14 Goodyear P., 1993, COMPUTER MEDIATED ED Goodyear P., 1992, Journal of Computer Assisted Learning, V8, DOI 10.1111/j.1365-2729.1992.tb00401.x Hague D., 1991, U NEW REPUBLIC INTEL HALFF HM, 1993, AUTOMATING INSTRUCTI, P67 HARASIM L, 1990, ONLINE ED PERSPECTIO Harasim L., 1987, CANADIAN J ED COMMUN, V16, P117 Harasim L.M., 1993, GLOBAL NETWORKS COMP HAUGEN H, 1993, TELETEACHING, P345 JACOBSON I, 1992, OBJECT ORIENTATED SO Kaye A., 1992, COLLABORATIVE LEARNI KHOSAHAFIAN S, 1992, INTELLIGENT OFFICES LEWIS R, 1992, NL192 NEUR OCC PAP MERRILL D, 1993, AUTOMATING INSTRUCTI, P147 MULLIN M, 1990, RAPID PROTOTYPING OB Newell A., 1972, HUMAN PROBLEM SOLVIN OLIMPO G, 1992, LEARNING TECHNOLOGY IN THE EUROPEAN COMMUNITIES, P535 Pirolli P., 1988, INTELLIGENT TUTORING, P181 PIROLLI P, 1991, INTELLIGENT TUTORING, P105 Rapaport M., 1991, COMPUTER MEDIATED CO Reigeluth C., 1983, INSTRUCTIONAL DESIGN ROWLAND G, 1991, THESIS INDIANA U BLO RUSSELL DM, 1988, INTELLIGENT TUTORING, P323 SCARDAMALIA M, 1989, J EDUC COMPUT RES, V5, P51 SCHOTT F, IN PRESS INSTRUCTION, V2 SPECTOR MJ, 1993, AUTOMATING INSTRUCTI *START, 1991, PROD MULT MAT ED TRA STEEPLES C, 1994, COMPUT EDUC, V22, P83, DOI 10.1016/0360-1315(94)90076-0 STREIBEL M, 1991, INSTRUCTIONAL TECHNO Suchman L.A., 1987, PLANS SITUATED ACTIO TENNYSON R, 1977, HDB TEACHING ED PSYC, P215 TENNYSON RD, 1994, AUTOMATING INSTRUCTI UDELL J, 1994, BYTE, V19, P46 VANDENBRANDE L, 1993, FLEXIBLE DISTANCE LE VARNADOE S, 1994, J INTERACTIVE INSTRU, V6, P12 WELLS R, 1993, TELETEACHING, P79 Winograd T., 1986, UNDERSTANDING COMPUT TC 0 Z9 0 SN 1355-8005 PD FEB PY 1995 VL 32 IS 1 BP 45 EP 55 DI 10.1080/1355800950320107 UT WOS:A1995RD11100007 ER PT B AU ABEL, I AF ABEL, I BE Held, P Kugemann, WF TI Open learning services and infrastructures for SMEs SO TELEMATICS FOR EDUCATION AND TRAINING CT Telematics for Education and Training Conference CY NOV 24-26, 1994 CL DUSSELDORF-NEUSS, GERMANY TC 0 Z9 0 BN 90-5199-223-8 PY 1995 BP 114 EP 117 UT WOS:A1995BD78G00018 ER PT S AU ASK, B AF ASK, B BE Collis, B Davies, G TI UPGRADING ADULTS THROUGH OPEN FLEXIBLE LEARNING - EXPERIENCES FROM JITOL AND NITOL SO INNOVATIVE ADULT LEARNING WITH INNOVATIVE TECHNOLOGIES SE IFIP TRANSACTIONS A-COMPUTER SCIENCE AND TECHNOLOGY CT Joint Meeting of IFIP Working Groups 3.2 Research on Education Applications of Information Technologies/3.6 Distance Learning - Innovative Adult Learning with Innovative Technologies CY OCT, 1994 CL NANTES, FRANCE AB Within the JITOL project (Just In Time Open Learning) which is part of the European DELTA programme (Development of European Learning through Technological Advance), several Norwegian universities and colleges have co-operated in developing and testing flexible learning programs based on information technology (IT) and electronic networks. The purpose has been to test courses, guidance and forms for cooperation between learners, tutors and other professionals in some limited areas. User trials in Norway have been directed toward those who develop and use teaching aids based on new technology iAdvanced Learning Technology Professionalsi, (ALTP). The main purpose of the overall JITOL project was to attain knowledge and experience with open learning through trials and pilot-testing, especially within three different academic areas: Advanced Learning Technology Professionals (ALTP) Diabetic Self-Help Therapy (DSHT) Corporate Staff (CS) The European JITOL project has run trials of various sizes at institutions in several countries. All trials have focused on new methods of distributing knowledge and learning with the help of new technology. NITOL in Norway is a national extension of the JITOL project. Four academic institutions have joined forces in offering open courses for credits on-line in the academic Norway-net. So far the experiences from the projects have been very good. The participants have reported that they appreciated the freedom they had to choose their own time for working with the course material. CR ASK B, 1993, EVALUATION CRITERIA ASK B, IFIP C TELETEACHING ASK B, 1994, NORWEGIAN JITOL EXPE SAUNDERS M, DELTA JITOL D2015 PR TC 0 Z9 0 SN 0926-5473 BN 0-444-82246-1 PY 1995 VL 61 BP 177 EP 181 UT WOS:A1995BD63J00014 ER PT B AU BARNARD, Y SANDBERG, J AF BARNARD, Y SANDBERG, J BE Held, P Kugemann, WF TI The learner's perspective on open learning environments SO TELEMATICS FOR EDUCATION AND TRAINING CT Telematics for Education and Training Conference CY NOV 24-26, 1994 CL DUSSELDORF-NEUSS, GERMANY TC 0 Z9 0 BN 90-5199-223-8 PY 1995 BP 336 EP 342 UT WOS:A1995BD78G00055 ER PT B AU Bottomley, J AF Bottomley, J BE Sewart, D TI Distance education, open learning and the regional problem SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 1 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 224 EP 227 UT WOS:A1995BE49Y00058 ER PT B AU Brown, S Nobes, C Sampson, R AF Brown, S Nobes, C Sampson, R BE Sewart, D TI Human resource development in tourism through open learning: An Atlantic Canada example SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 1 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 51 EP 54 UT WOS:A1995BE49Y00011 ER PT B AU Calder, J McCollum, A Thorpe, M Morgan, A AF Calder, J McCollum, A Thorpe, M Morgan, A BE Sewart, D TI Using open learning for vocational education SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 1 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 240 EP 243 UT WOS:A1995BE49Y00062 ER PT B AU Cook, M AF Cook, M BE Sewart, D TI The 'open learning index' SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 2 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 66 EP 69 UT WOS:A1995BE49Z00017 ER PT B AU Dean, AF AF Dean, AF BE Sewart, D TI Television open learning: Educational television in Australian higher education SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 1 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 64 EP 68 UT WOS:A1995BE49Y00015 ER PT S AU DERYCKE, AC DHALLUIN, C AF DERYCKE, AC DHALLUIN, C BE Collis, B Davies, G TI COOPERATIVE LEARNING IN THE DISTANCE EDUCATION OF ADULTS - WHY, HOW AND FIRST RESULTS FROM THE CO-LEARN PROJECT SO INNOVATIVE ADULT LEARNING WITH INNOVATIVE TECHNOLOGIES SE IFIP TRANSACTIONS A-COMPUTER SCIENCE AND TECHNOLOGY CT Joint Meeting of IFIP Working Groups 3.2 Research on Education Applications of Information Technologies/3.6 Distance Learning - Innovative Adult Learning with Innovative Technologies CY OCT, 1994 CL NANTES, FRANCE AB In the framework of a DELTA project we have designed, implemented and experimented various multimedia computer tools in order to support various collaborative learning activities. The requirements for such a learning approach are justified by a pedagogical and cognitive analysis. From the first results of the trial site operations some lessons have been learned and a first strategy for the success of future operations is expounded. CR Bannon L.J., 1991, STUDIES COMPUTER SUP, P3 CLEMENT D, 1994, P ED MEDIA 94, P641 DERYCKE A, 1993, P ED MEDIA 93, P131 DERYCKE A, 1993, P IFIP TEL 95 C, P191 DERYCKE AC, 1995, P ED MEDIA 95 DERYCKE AC, 1994, NATO ARW ASI SERIES DHALLUIN CB, 1993, P TELETEACHING 93 Johnson DW, 1991, LEARNING TOGETHER AL Schon D. A., 1987, ED REFLECTIVE PRACTI SMITH C, 1994, D2005 COLEARN DELTA TC 0 Z9 0 SN 0926-5473 BN 0-444-82246-1 PY 1995 VL 61 BP 129 EP 135 UT WOS:A1995BD63J00010 ER PT B AU Gaba, AK AF Gaba, AK BE Sewart, D TI Financing of Open Learning System at the school level SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 2 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 3 EP 6 UT WOS:A1995BE49Z00001 ER PT B AU Granger, D Gulliver, K AF Granger, D Gulliver, K BE Sewart, D TI Toward a new approach to quality in open learning SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 2 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 81 EP 84 UT WOS:A1995BE49Z00021 ER PT B AU Jegede, OJ Fraser, B Fisher, D AF Jegede, OJ Fraser, B Fisher, D BE Sewart, D TI The development and validation of a distance and open learning environment scale SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 2 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 254 EP 257 UT WOS:A1995BE49Z00063 ER PT B AU Julian, JC Perlgut, D AF Julian, JC Perlgut, D BE Sewart, D TI Open Learning in Australia: The role of national television and radio SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 2 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 376 EP 379 UT WOS:A1995BE49Z00093 ER PT B AU KUGEMANN, WF AF KUGEMANN, WF BE Held, P Kugemann, WF TI Open learning for women returning to work SO TELEMATICS FOR EDUCATION AND TRAINING CT Telematics for Education and Training Conference CY NOV 24-26, 1994 CL DUSSELDORF-NEUSS, GERMANY TC 0 Z9 0 BN 90-5199-223-8 PY 1995 BP 49 EP 54 UT WOS:A1995BD78G00005 ER PT S AU LEWIS, R COLLIS, B AF LEWIS, R COLLIS, B BE Collis, B Davies, G TI VIRTUAL MOBILITY AND DISTRIBUTED LABORATORIES - SUPPORTING COLLABORATIVE RESEARCH WITH KNOWLEDGE TECHNOLOGY SO INNOVATIVE ADULT LEARNING WITH INNOVATIVE TECHNOLOGIES SE IFIP TRANSACTIONS A-COMPUTER SCIENCE AND TECHNOLOGY CT Joint Meeting of IFIP Working Groups 3.2 Research on Education Applications of Information Technologies/3.6 Distance Learning - Innovative Adult Learning with Innovative Technologies CY OCT, 1994 CL NANTES, FRANCE AB Virtual Mobility and Distributed Laboratories (VMDL) is a pilot project in the European Commission, Directorate DGXII programme, Human Capital and Mobility. The project builds upon recent experiences of the Just-in-Time Open Learning project, JITOL, which was part of the DGXIII DELTA programme. The latter undertook field trials of various information and communications technology (ICT) tools and methods for the support of knowledge exchange between professionals. Such exchange can be considered as part of continuous professional development or as simply an aspect of working in a professional community. Zn either case, ongoing learning is involved. Based on JITOL experiences as well as others involving the support of distributed collaborative work among professionals, the VMDL Project is looking more closely at the processes of distributed collaboration and the technologies and instrumentation that can profitably support those processes. CR ARAV T, 1994, ISDN ED APPLICATIONS Boder A., 1992, Journal of Computer Assisted Learning, V8, DOI 10.1111/j.1365-2729.1992.tb00402.x BODER A, 1993, JITOL MODEL WAY CAPI CALVERNI J, 1988, PSYCHOL COGNITIVE MO COLLIS B, 1994, LESSONS LEARNING, P81 Collis B. A., 1994, Journal of Computer Assisted Learning, V10, DOI 10.1111/j.1365-2729.1994.tb00289.x COLLIS B, 1993, TRANSEUROPEAN NETWOR DEVRIES L, 1994, THESIS U TWENTE ENSC EIJKELENBURG K, 1992, TIBIN1543 PTT I APPL FIGUEIREDO A, 1992, P FARO FORUM GOODYEAR P, 1994, J COMPUTER TEACHING GOODYEAR P, 1993, APR INT S COMP ASS L Goodyear P., 1992, Journal of Computer Assisted Learning, V8, DOI 10.1111/j.1365-2729.1992.tb00401.x GUTIERREZ CG, 1993, TELETEACHING 93 GUTIERREZ CG, 1994, INFORMATIQUE SANTE, V17, P40 HARASIM LM, 1993, GLOBAL NETWORKS COMP, P343 HAUGEN H, 1993, TELETEACHING 93 HEEREN E, 1995, ADULTS INNOVATIVE LE HEEREN E, 1993, J MULTIMEDIA HYPERME, V4, P107 Hodgson V., 1992, Journal of Computer Assisted Learning, V8, DOI 10.1111/j.1365-2729.1992.tb00399.x HUTCHISON D, 1993, INFOCOM 93 LEE MM, 1991, MANAGEMENT ED DEV, V22, P302, DOI 10.1177/135050769102200405 LEE MM, 1995, MANAGERS DEV LEWIS R, 1992, NL392 NEUR LAB OCC P LEWIS R, 1992, NL192 NEUR LAB OCC P LEWIS R, 1993, COMPUT EDUC, V21, P173, DOI 10.1016/0360-1315(93)90060-V MOONEN J, 1994, P DELTA WORKSHOP EC, P44 REIF L, 1994, TEACHER ED COMMUNICA RODDEN T, 1991, P ECSCW 91 SAUNDERS M, 1994, NL694 NEUR LAB OCC P STANCHEV I, 1993, COMPUTER MEDIATED ED, P287 STANCHEV I, 1991, LECT NOTES ECON MATH, V356, P264 VEUGELERS E, 1994, THESIS U TWENTE ENSC VINGERHOETS JBC, 1994, THESIS U TWENTE ENSC 1994, PRELIMINARY REPORT TC 0 Z9 0 SN 0926-5473 BN 0-444-82246-1 PY 1995 VL 61 BP 163 EP 173 UT WOS:A1995BD63J00013 ER PT B AU Lewis, R AF Lewis, R BE Sewart, D TI The open learning environment of a conventional university SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 1 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 505 EP 508 UT WOS:A1995BE49Y00131 ER PT B AU Lewis, R AF Lewis, R BE Sewart, D TI The role of national standards for human resource development in open learning SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 2 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 125 EP 128 UT WOS:A1995BE49Z00032 ER PT B AU McNamara, SE AF McNamara, SE BE Sewart, D TI Generating creativity in instructional design for computer-based open learning environments: A brief-monitor-debrief approach SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 2 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 403 EP 406 UT WOS:A1995BE49Z00100 ER PT B AU Parer, M Henri, F Axton, C Francis, R Webster, L AF Parer, M Henri, F Axton, C Francis, R Webster, L BE Sewart, D TI Future training and development - The pedagogical challenge of distance and open learning SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 2 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 429 EP 432 UT WOS:A1995BE49Z00107 ER PT B AU Phillips, M AF Phillips, M BE Sewart, D TI Nursing times open learning programme: An innovation in collaboration SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 1 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 331 EP 332 UT WOS:A1995BE49Y00086 ER PT B AU Postle, G AF Postle, G BE Sewart, D TI Open learning at the school level: A challenge for mainstream education SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 2 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 9 EP 12 UT WOS:A1995BE49Z00003 ER PT B AU Pritchard, AL Julian, JC AF Pritchard, AL Julian, JC BE Sewart, D TI The Open Learning Agency of Australia: A new way of opening learning? SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 1 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 142 EP 145 UT WOS:A1995BE49Y00036 ER PT B AU Reid, J AF Reid, J BE Sewart, D TI Open learning centres: Theory and reality - Institutional and learner perspectives SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 2 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 190 EP 193 UT WOS:A1995BE49Z00048 ER PT B AU Robinson, K AF Robinson, K BE Sewart, D TI Open learning and nursing education SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 1 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 333 EP 336 UT WOS:A1995BE49Y00087 ER PT B AU Salgado, EN AF Salgado, EN BE Sewart, D TI A study on the effectivity of an open learning system: The student's contribution SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 1 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 160 EP 163 UT WOS:A1995BE49Y00041 ER PT B AU Scriven, B AF Scriven, B BE Sewart, D TI Indicators of quality in open learning SO ONE WORLD MANY VOICES: QUALITY IN OPEN AND DISTANCE LEARNING, VOL 2 CT 17th World Conference of the International-Council-for-Distance-Education on One World Many Voices - Quality in Open and Distance Learning CY JUN 26-30, 1995 CL BIRMINGHAM, ENGLAND TC 0 Z9 0 BN 0-7492-7301-1 PY 1995 BP 219 EP 222 UT WOS:A1995BE49Z00055 ER PT J AU LUNDIN, R AF LUNDIN, R TI TEACH YOURSELF WITH OPEN LEARNING - ROWNTREE,D SO AUSTRALIAN JOURNAL OF EDUCATION CR ROWNTREE D, TEACH YOURSELF OPEN TC 0 Z9 0 SN 0004-9441 PD NOV PY 1994 VL 38 IS 3 BP 303 EP 304 UT WOS:A1994PZ08300011 ER PT J AU HAYET, M AF HAYET, M TI A FRENCH LEARNERS WORKBENCH SO COMPUTERS & EDUCATION CT Euro CALL 93 Conference CY SEP 15-17, 1993 CL HULL, ENGLAND HO UNIV HULL AB The French learner's workbench is a hypermedia language learning system intended for students reading French as a skill additional to some distinct scientific or engineering activity, and also for students studying French as a linguistic ''object''. The language-learning approach which this sytem attempts to support is based on the view that ignorance of formal linguistic devices limits the quality and the efficiency of linguistic comprehension and expression. The software environment integrates packages for the presentation of text, high resolution graphics and sound in study and reference materials, electronic linguistic tools for data manipulation, communication software for remote access or computer-mediated communication, dedicated authoring tools for assimilation, practice and testing, as well as software to support the learning process. The method of study is largely independent, following a formal introduction of the aims and purposes of each unit of courseware. It enables learning at one's own pace and in one's own time. Formal reference material supports theoretical learning. Provision has been made for practice and self-testing, with reasonable feed-back on performance, to support empirical learning. Computer-mediated communication enables open learning and supports communicative learning. The suggested usage is of the on-line electronic linguistic tools which support learning by doing through a process of guided discovery and exploration which is subsequently reinforced. Initial results using this French-learning workbench seem to indicate that effective CALL does require a mixture of media and approaches which text-based stand-alone packages may not achieve. CR ADAM Jean-Michel, 1990, ELEMENTS LINGUISTIQU AMBRON S, 1988, INTERACTIVE MULTIMED ANGELIS PJ, 1975, TEACHING BILINGUAL E BOTTO F, 1992, CD ROM COMPACT DISC Butler Christopher, 1992, COMPUTERS WRITTEN TE CERNIGLIA C, 1990, COHERENCE WRITING 11 Cornish Francis, 1986, ANAPHORIC RELATIONS COURTOIS B, 1990, LANGUE FRANCAISE DEEGAN M, 1992, CTISS FILE, V13, P27 *DELT STIG, 1993, ANN REP Dodigovic M., 1993, CALICO Journal, V10 FASS DC, 1987, 9TH P ANN COGN SCI S, P575 GAVIRIA G, 1983, APPROCHE AMORCER PRO GILL B, IN PRESS LEARNING ST GOODFELLOW R, UNPUB COMPUTER ED, V62 GROSS G, 1986, LANGUE FRANCAISE GUILBERT L, 1971, LANGUE FRANCAISE, P31 HAYET M, 1991, INFORMATIQUE LANGUE, P99 Kornum L., 1993, CALICO Journal, V10 LEVY M, EUROCALL 93 MEYER I, 1993, 9301 U OTT LAB ART I PERYWOODLEY MP, 1993, ECRITS APPRENTISSAGE RAYMOND DR, 1987, HYPERTEXT NEW OXFORD ROUET JF, 1992, 4TH ECHT 92 P ACM C, P131 SLATOR BM, 1987, 2ND P ANN ROCK MOUNT, P85 SOULESUSBIELLES N, 1984, FRANCAIS MONDE FEV, P26 TOMPA F, 1986, DATABASE DESIGN DICT Tribble C., 1990, CONCORDANCES CLASSRO Walker D., 1986, ANAL LANGUAGE RESTRI, P69 WARD C, 1981, PREPARING USING OBJE TC 0 Z9 0 SN 0360-1315 PD AUG-SEP PY 1994 VL 23 IS 1-2 BP 97 EP 106 DI 10.1016/0360-1315(94)90037-X UT WOS:A1994PJ56500013 ER PT J AU PARKER, DH AF PARKER, DH TI TEACH YOURSELF WITH OPEN LEARNING - ROWNTREE,D SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY CR ROWNTREE D, 1993, TEACH YOURSELF OPEN TC 0 Z9 0 SN 0007-1013 PD MAY PY 1994 VL 25 IS 2 BP 154 EP 154 UT WOS:A1994QG61800017 ER PT B AU FENWICK, A AF FENWICK, A BE Armstrong, P Bright, B Zukas, M TI Developing an open learning framework for MPhil/PhD research training SO REFLECTING ON CHANGING PRACTICES, CONTEXTS AND IDENTITIES, CONFERENCE PROCEEDINGS CT SCUTREA 24th Annual Conference - Reflecting on Changing Practices, Contexts and Identities CY JUL 12-14, 1994 CL KINGSTON HULL, ENGLAND HO UNIV HULL TC 0 Z9 0 BN 0-907644-03-1 PY 1994 BP 36 EP 38 UT WOS:A1994BD65G00010 ER PT J AU EVANS, N AF EVANS, N TI OPEN LEARNING - BOSWORTH,D SO HIGHER EDUCATION CR BOSWORTH D, 1992, OPEN LEARNING TC 0 Z9 0 SN 0018-1560 PD DEC PY 1993 VL 26 IS 4 BP 471 EP 472 UT WOS:A1993MT34700007 ER PT J AU GURIROZENBLIT, S AF GURIROZENBLIT, S TI DIFFERENTIATING BETWEEN DISTANCE OPEN-EDUCATION SYSTEMS - PARAMETERS FOR COMPARISON SO INTERNATIONAL REVIEW OF EDUCATION AB A wide range of institutions all over the world utilize various forms of distance and/or open learning. This paper suggests eight parameters for categorizing distance/open education systems: (1) target population; (2) dimensions of openness; (3) organizational structure; (4) design and development of learning materials; (5) use of advanced technology; (6) teaching/tutoring system; (7) student-support system; and (8) inter-institutional collaboration. These parameters provide criteria for comparing a broad spectrum of distance/open learning institutions, and assist in depicting the unique characteristics of each distance/open education system. The discussion is preceded by a conceptual examination of the relations and interrelations between the distance education and open learning terms. CR BAILEY D, 1989, OPEN LEARNING TRANSI, P332 BARKER BO, 1989, AM J DISTANCE ED, V3, P20 BATES T, 1989, OPEN LEARNING TRANSI, P290 CARR R, 1990, ICDE B, V22, P47 CASASARMENGOL M, 1990, DISTANCE ED DEV ACCE, P130 COFFREY J, 1989, OPEN LEARNING TRANSI, P277 COLDEVIN G, 1985, CANADIAN J ED COMMUN, V14, P4 DANIEL JS, 1989, OPEN LEARNING TRANSI, P48 DANIEL JS, 1990, DISTANCE ED DEV ACCE, P101 DANIEL JS, 1988, DEVELOPING DISTANCE EDUCATION, P21 FARREL GM, 1989, DISTANCE ED U SWAZIL GAO F, 1990, DISTANCE ED DEV ACCE, P40 GARRISON R, 1989, READINGS PRINCIPLES, P1 GUPTA N, 1990, DISTANCE ED DEV ACCE, P46 GURI S, 1987, OPEN LEARNING, V2, P16, DOI 10.1080/0268051870020204 GURIROZENBLIT S, 1989, STUD HIGH EDUC, V14, P321, DOI 10.1080/03075078912331377703 GURIROZENBLIT S, 1991, STUD HIGH EDUC, V16, P83 GURIROZENBLIT S, 1990, HIGH EDUC, V19, P73, DOI 10.1007/BF00142024 HENRI F, 1988, PROSPECTS, V18, P85, DOI 10.1007/BF02192961 Holmberg B, 1986, GROWTH STRUCTURE DIS Holmberg B., 1989, THEORY PRACTICE DIST Holmberg B., 1985, STATUS TRENDS DISTAN LEWIS R, 1989, OPEN LEARNING TRANSI, P170 MILLER GE, 1990, DISTANCE ED DEV ACCE, P321 NAIDU S, 1988, CANADIAN J ED COMMUN, V17, P167 NAIDU S, 1990, DISTANCE ED DEV ACCE, P282 Paine N., 1989, OPEN LEARNING TRANSI PARER MS, 1989, DEV DESIGN DISTANCE Peters O., 1983, DISTANCE ED INT PERS, P95 Rasmussen Wayne D., 1989, TAKING U PEOPLE 75 Y ROSSETTI A, 1989, OPEN LEARNING TRANSI, P232 Rumble G., 1989, OPEN LEARNING, V4, P28, DOI 10.1080/0268051890040206 RUMBLE G, 1989, AM J DISTANCE ED, V3, P8 SUNSHINE K, 1990, DISTANCE ED DEV ACCE, P329 TC 0 Z9 0 SN 0020-8566 PD JUL PY 1993 VL 39 IS 4 BP 287 EP 306 DI 10.1007/BF01102409 UT WOS:A1993LR15600002 ER PT S AU BIOLLUZ, A DHALLUIN, C GERS, JN AF BIOLLUZ, A DHALLUIN, C GERS, JN BE Davies, G Samways, B TI WHAT TOOLS OF COMMUNICATION FOR WHAT PEDAGOGICAL SEQUENCE SO TELETEACHING SE IFIP TRANSACTIONS A-COMPUTER SCIENCE AND TECHNOLOGY CT IFIP TC3 3rd Teleteaching Conference (TeleTeaching 93) CY AUG 20-25, 1993 CL TRONDHEIM, NORWAY AB In the paper, we deal with a distance teaching which takes place in an open education environment. It is a matter of further education for adults : they prefer to focus on real problems rather than on abstract concepts, to learn by doing, to have a vast reservoir of experience and knowledge, to want to prepare and take examinations to access higher education. This distance teaching lead us to build the channels of communication necessary for each learning sequence. So, we characterize some couples: pedagogical sequence/associated tools of communication. We have tested these couples in real educational situations with available tools. They appear to be appropriate from a pedagogical point of view - New tools for cooperative learning developed in the Delta-programme allow us to confirm this adequacy. CR BIOLLUZ A, 1991, 10EME C EAO CLEMENT D, EXPT COOPERATIVE LEA DERYCKE A, MAY P INT C COMP ASS, P93 DERYCKE A, 1990, 4TH WORLD C COMP ED, P957 DHALLUIN C, 1992, 9TH INT C TECHN ED DHALLUIN C, 1988, THESIS U SCI TECHN L GERS JN, 1991, LEARNING ALGEBRA LEA VILERS P, 1992, 9TH INT C TECHN ED TC 0 Z9 0 SN 0926-5473 BN 0-444-81585-6 PY 1993 VL 29 BP 113 EP 121 UT WOS:A1993BZ96W00014 ER PT S AU GARDIOL, C BODER, A PERAYA, D AF GARDIOL, C BODER, A PERAYA, D BE Davies, G Samways, B TI THE JITOL PROJECT AND MODEL (JUST-IN-TIME OPEN LEARNING) - PRESENTATION OF THE JITOL-MEDICAL FIELD TRIAL AND THE JITOL EVALUATION SCHEME SO TELETEACHING SE IFIP TRANSACTIONS A-COMPUTER SCIENCE AND TECHNOLOGY CT IFIP TC3 3rd Teleteaching Conference (TeleTeaching 93) CY AUG 20-25, 1993 CL TRONDHEIM, NORWAY CR BODER A, 1992, MULTIMEDIA ED FOR 54 Boder A., 1992, Journal of Computer Assisted Learning, V8, DOI 10.1111/j.1365-2729.1992.tb00402.x MCCONNELL D, 1990, EDUC TRAIN TECHNOL, V27, P2 Saunders M., 1992, Journal of Computer Assisted Learning, V8, DOI 10.1111/j.1365-2729.1992.tb00400.x TC 0 Z9 0 SN 0926-5473 BN 0-444-81585-6 PY 1993 VL 29 BP 269 EP 275 UT WOS:A1993BZ96W00030 ER PT S AU HAUGEN, H AF HAUGEN, H BE Barta, BZ Eccleston, J Hambusch, R TI JUST-IN-TIME OPEN LEARNING - FOR PROFESSIONALS SO COMPUTER MEDIATED EDUCATION OF INFORMATION TECHNOLOGY PROFESSIONALS AND ADVANCED END-USERS SE IFIP TRANSACTIONS A-COMPUTER SCIENCE AND TECHNOLOGY CT IFIP WG3.4 Working Conference on Computer Mediated Education of Information Technology Professionals and Advanced End-Users CY JUL 12-16, 1993 CL SOEST, GERMANY AB New information and communication technologies may be a useful tool for providing relevant upgrading and updating of professionals in different areas. Within the European DELTA programme, JITOL is a project to lest out how modern systems for electronic delivery and exchange of learning material and guidance can function in chosen areas of user trials. Objectives, organisation and preliminary experiences from this project is presented in the following paper. TC 0 Z9 0 SN 0926-5473 BN 0-444-81488-4 PY 1993 VL 35 BP 249 EP 258 UT WOS:A1993BZ97D00028 ER PT S AU HAUGEN, H AF HAUGEN, H BE Davies, G Samways, B TI JUST-IN-TIME OPEN LEARNING - A EUROPEAN PROJECT FROM A NORWEGIAN POINT-OF-VIEW SO TELETEACHING SE IFIP TRANSACTIONS A-COMPUTER SCIENCE AND TECHNOLOGY CT IFIP TC3 3rd Teleteaching Conference (TeleTeaching 93) CY AUG 20-25, 1993 CL TRONDHEIM, NORWAY TC 0 Z9 0 SN 0926-5473 BN 0-444-81585-6 PY 1993 VL 29 BP 345 EP 351 UT WOS:A1993BZ96W00039 ER PT J AU HODGSON, B AF HODGSON, B TI OPEN LEARNING - BOSWORTH,DP SO STUDIES IN HIGHER EDUCATION CR BOSWORTH DP, 1991, OPEN LEARNING TC 0 Z9 0 SN 0307-5079 PY 1993 VL 18 IS 2 BP 237 EP 238 UT WOS:A1993LL73500009 ER PT S AU NICHOLSON, P AF NICHOLSON, P BE Johnson, DC Samways, B TI FACILITATING CHANGES IN LEARNING WITH ELECTRONIC COMMUNICATIONS SO INFORMATICS AND CHANGES IN LEARNING SE IFIP TRANSACTIONS A-COMPUTER SCIENCE AND TECHNOLOGY CT IFIP TC3/WG3.1/WG3.5 Open Conference on Informatics and Changes in Learning CY JUN 07-11, 1993 CL GMUNDEN, AUSTRIA AB Australia can no longer rely on extractive and agricultural industries for its economic base. International competition has greatly reduced the contribution that these industries make to the economy. The government's response has been to focus on informatics as an alternative field of endeavour. Informatics is to form the basis of a major software and consultancy industry and will also be the basis of flexible industrial training schemes. The 'Technology Management Program' is based around computer-mediated-communications CMC, along with an 'open learning' emphasis. It has been highly successful in meeting industrial training needs. Informatics has also been used in projects designed to link schools, teachers and industry. While computer-mediated-communication has also played an important role in these projects, this experience has not been as successful in meeting the goals of the programmes as in the case of the Technology Management Program'. One reason for this is the less essential nature of role of CMC in the process. CR BAKLIEN A, 1987, IMPROVING SCI MATH T BEESON G, 1992, PARTNRESHIPS ED TECH CARLITZ R, 1990, KIDSNET EMAIL LIST CHANDLER P, 1987, THESIS U MELBOURNE Dawkins J., 1987, CHALLENGE HIGHER ED DAWKINS JS, 1990, DRAFT TAINING GUARAN HALLA M, 1990, 5TH P IFIP TC3 WORLD, P103 HILL P, 1992, TELEMATICS IMPLICATI, P3 HOLMBERG O, 1988, MEDIA TECHNOLOGY EUR MOONEN J, 1992, IMPACT INFORMATICS O MORRIS P, 1989, WORKPLACE CHANGE RES Naisbitt J., 1990, MEGATRENDS 2000 Naisbitt J., 1984, MEGATRENDS NICHOLSON PS, 1992, SECAP B BOARD PROPOS Riel M., 1992, SIGCUE Outlook, V21 SAKAMOTO T, 1992, IMPACT INFORMATICS O SYMMONDS HC, 1992, REPORT EVALUATION AS TOFFLER A, 1970, 3 WAVE VANWERT TJ, 1992, IMPACT INFORMATICS O 1989, IMPROVING AUSTR TRAI TC 0 Z9 0 SN 0926-5473 BN 0-444-81492-2 PY 1993 VL 34 BP 157 EP 166 UT WOS:A1993BZ97C00019 ER PT J AU SPARROW, B AF SPARROW, B TI ELECTRONIC TECHNOLOGY IN SUPPORT OF OPEN LEARNING SO JOURNAL OF EDUCATION FOR TEACHING TC 0 Z9 0 SN 0260-7476 PY 1993 VL 19 IS 2 BP 231 EP 232 UT WOS:A1993LR70100009 ER PT B AU TOMEK, I AF TOMEK, I BE Maurer, H TI SOLE - SMALLTALK OPEN LEARNING ENVIRONMENT SO EDUCATIONAL MULTIMEDIA AND HYPERMEDIA ANNUAL, 1993 CT World Conference on Educational Multimedia and Hypermedia (ED-MEDIA 93) CY JUN 23-26, 1993 CL ORLANDO, FL TC 0 Z9 0 BN 1-880094-06-1 PY 1993 BP 519 EP 527 UT WOS:A1993BC60T00069 ER PT S AU VANWEERT, TJ AF VANWEERT, TJ BE Johnson, DC Samways, B TI EDUCATION AND INFORMATICS - FROM DISCOVERY TO MATURITY SO INFORMATICS AND CHANGES IN LEARNING SE IFIP TRANSACTIONS A-COMPUTER SCIENCE AND TECHNOLOGY CT IFIP TC3/WG3.1/WG3.5 Open Conference on Informatics and Changes in Learning CY JUN 07-11, 1993 CL GMUNDEN, AUSTRIA AB Changes in education involving applications of informatics happen in phases: exploration, pioneering, introduction and integration. Developments inside and outside education have pushed education into the phase of introduction and now push for the integration of informatics applications. In the different phases of change the affected parties - students, teachers and schools - have different concerns and this paper discusses these concerns. It is based on 25 years of work done by the IFIP TC3 Working Group for Secondary Education and shows how the working group intends to continue to address these issues. CR JOHNSON D, 1977, INFORMATICS MATH SEC KOSTER CHA, 1990, ACADEMISCHE BEROEPSO LOVIS FB, 1984, INFORMATICS TEACHER Naisbitt J., 1982, MEGATRENDS NOLAN RL, 1979, HARVARD BUS REV, V57, P115 ROSENSCHEIN SJ, 1992, INFORMATION PROCESSI, V3, P61 SAMWAYS B, 1992, IMPACTS INFORMATICS TAGG ED, 1980, MICROCOMPUTERS SECON TARRAGO FRI, 1993, GUIDE GOOD PRACTICE TINSLEY JD, 1989, ED SOFTWARE SECONDAR VANWEERT T, 1988, CHILDREN INFORMATION, P109 TC 0 Z9 0 SN 0926-5473 BN 0-444-81492-2 PY 1993 VL 34 BP 25 EP 35 UT WOS:A1993BZ97C00004 ER PT J AU ENGEL, CE AF ENGEL, CE TI OPEN LEARNING AND OPEN MANAGEMENT HARDBACK - PAUL,RH SO HIGHER EDUCATION CR Paul R., 1990, OPEN LEARNING OPEN M TC 0 Z9 0 SN 0018-1560 PD DEC PY 1992 VL 24 IS 4 BP 521 EP 522 UT WOS:A1992KJ89000010 ER PT B AU DHANARAJAN, G HOPE, A AF DHANARAJAN, G HOPE, A BE CRAFT, A TI QUALITY ASSURANCE AT THE OPEN-LEARNING-INSTITUTE SO QUALITY ASSURANCE IN HIGHER EDUCATION: PROCEEDINGS OF AN INTERNATIONAL CONFERENCE HONG KONG, 1991 CT INTERNATIONAL CONF ON QUALITY ASSURANCE IN HIGHER EDUCATION CY JUL , 1991 CL HONG KONG, HONG KONG TC 0 Z9 0 BN 0-75070-070-X PY 1992 BP 207 EP 219 UT WOS:A1992BW47S00015 ER PT B AU MCTEAR, M LIU, WR STEHOUWER, M LIM, P AF MCTEAR, M LIU, WR STEHOUWER, M LIM, P BE CERRI, S WHITING, J TI AN ADAPTIVE ENVIRONMENT FOR OPEN LEARNING IN DELTA SO LEARNING TECHNOLOGY IN THE EUROPEAN COMMUNITIES CT DELTA CONF ON RESEARCH AND DEVELOPMENT LEARNING TECHNOLOGY IN THE EUROPEAN COMMUNITIES CY OCT 18-19, 1990 CL THE HAGUE, NETHERLANDS TC 0 Z9 0 BN 0-7923-1473-5 PY 1992 BP 395 EP 410 UT WOS:A1992BW61F00035 ER PT J AU MOSS, D AF MOSS, D TI SCHOOL PUPILS REACTIONS TO FLEXIBLE LEARNING SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY AB The article describes a survey of the attitudes of sixth form students towards an Advanced level course in sociology taught by open learning strategies. The problems of open learning for the 16-19 year age group are highlighted and suggestions made for the use of key questions in performance monitoring which may identify learning difficulties for other open learners in this age group. The findings suggest that younger students entering such open learning programmes may need study-methods counselling and additional tutorial support. CR COOPER R, 1990, FLEXIBLE LEARNING Hiola Y, 1990, OPEN LEARNING J OPEN, V5, P34, DOI 10.1080/0268051900050206 LEWIS R, 1988, OPEN LEARNING TRANSI LEWIS RI, 1983, BRIT J EDUC TECHNOL, V14, P151, DOI 10.1111/j.1467-8535.1983.tb00458.x ROWLANDS N, 1988, OPEN OPENING TRANSIT *TRAD UN RES UN, 1989, QUEST SURV 1989 REP TC 0 Z9 0 SN 0007-1013 PD JAN PY 1992 VL 23 IS 1 BP 28 EP 38 DI 10.1111/j.1467-8535.1992.tb00307.x UT WOS:A1992HE52000003 ER PT B AU STRYDOM, P OMAHONY, P AF STRYDOM, P OMAHONY, P BE CERRI, S WHITING, J TI SOCIOLOGICAL QUESTIONS IN OPEN LEARNING STANDARDS AND THE LEARNER ENVIRONMENT SO LEARNING TECHNOLOGY IN THE EUROPEAN COMMUNITIES CT DELTA CONF ON RESEARCH AND DEVELOPMENT LEARNING TECHNOLOGY IN THE EUROPEAN COMMUNITIES CY OCT 18-19, 1990 CL THE HAGUE, NETHERLANDS TC 0 Z9 0 BN 0-7923-1473-5 PY 1992 BP 687 EP 715 UT WOS:A1992BW61F00058 ER PT J AU HUTCHINSON, B AF HUTCHINSON, B TI OPEN LEARNING AND OPEN MANAGEMENT - PAUL,RH SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY CR Paul R., 1990, OPEN LEARNING OPEN M TC 0 Z9 0 SN 0007-1013 PD SEP PY 1991 VL 22 IS 3 BP 233 EP 233 UT WOS:A1991GG99900015 ER PT J AU DONDI, C AF DONDI, C TI THE OPEN LEARNING HANDBOOK - SELECTING, DESIGNING AND SUPPORTING OPEN LEARNING-MATERIALS - RACE,P SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY CR Race P., 1989, OPEN LEARNING HDB SE TC 0 Z9 0 SN 0007-1013 PD JAN PY 1991 VL 22 IS 1 BP 64 EP 64 UT WOS:A1991FQ86100008 ER PT J AU GURIROZENBLIT, S AF GURIROZENBLIT, S TI OPEN LEARNING IN TRANSITION - AN AGENDA FOR ACTION - PAINE,N SO STUDIES IN HIGHER EDUCATION CR Paine N., 1989, OPEN LEARNING TRANSI TC 0 Z9 0 SN 0307-5079 PY 1991 VL 16 IS 1 BP 83 EP 90 UT WOS:A1991EX85700011 ER PT J AU JACKSON, K HARVEY, D AF JACKSON, K HARVEY, D TI OPEN SCHOOLS OR CONVENTIONAL - WHICH DOES THE JOB BETTER SO NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES CR ALVORD DJ, 1974, SCI ED, V58, P175, DOI 10.1002/sce.3730580206 ARLIN M, 1978, J EDUC PSYCHOL, V70, P988, DOI 10.1037//0022-0663.70.6.988 ASHER W, 1982, J EXP EDUC, V51, P2 BELL AE, 1977, BRIT J EDUC PSYCHOL, V46, P235 Bennett N., 1976, TEACHING STYLES PUPI BLACK MS, 1974, DISS ABSTR INT A, V35, P3323 BROOKOVER WB, 1964, SOCIOL EDUC, V37, P271, DOI 10.2307/2111958 CASE DA, 1971, DISS ABSTR INT A, V32, P86 COTTERELL JL, 1984, ENVIRON BEHAV, V16, P455, DOI 10.1177/0013916584164003 CRANDALL VC, 1964, CHILD DEV, V36, P643 DANIELS JG, 1975, DISS ABSTR INT A, V36, P1176 DAY B, 1977, ELEM SCHOOL J, V78, P132, DOI 10.1086/461094 DRYSON E, 1967, J EDUC RES, P403 ELLEY WB, 1971, PROGR ACHIEVEMENT TE Elley WB, 1969, PROGR ACHIEVEMENT TE ELLIOTT CD, 1972, BRIT J EDUC PSYCHOL, V42, P23 ESHEL Y, 1987, BRIT J EDUC PSYCHOL, V57, P166 GILL WM, 1977, NEW ZEAL J EDUC STUD, V12, P3 GODDE JA, 1973, DISS ABSTR INT A, V34, P2164 GRAY J, 1981, BRIT J EDUC PSYCHOL, V51, P187 HATTON EJ, 1985, J EDUC TEACHING, V11, P228, DOI 10.1080/0260747850110302 HILL BV, 1975, PHILOS OPEN ED HOPKE ME, 1975, DISS ABSTR INT A, V35, P718 HORWITZ RA, 1976, PSYCHOL EFFECTS OPEN KELLMERPRINGLE ML, 1963, J CHILD PSYCHOL PSYC, V4, P157 KELTON D, 1975, DISS ABSTR INT A, V35, P7614 MOORE A, 1975, DISS ABSTR INT A, V35, P4869 MYERS DA, 1974, OPEN ED REEXAMINED *N Z DEPT ED, 1977, REP OP PLAN ED NEW Z PIERS EV, 1969, MANUAL PIERSHARRIS C PORTER RB, 1975, CHILDRENS PERSONALIT Raven J. C., 1956, GUIDE USING COLOURED Reid NA, 1974, PROGR ACHIEVEMENT TE RICCIOTTI JA, 1983, APR AM ED RES ASS MO SEIDNER CJ, 1978, ELEM SCHOOL J, V78, P208, DOI 10.1086/461103 STOWERS MH, 1975, DISS ABSTR INT A, V35, P4880 The Plowden Report, 1967, CHILDREN THEIR PRIMA TRAUB RE, 1972, INTERCHANGE, V3, P69, DOI 10.1007/BF02137636 TROTTA J, 1975, DISS ABSTR INT A, V35, P5140 WADE BE, 1981, BRIT J EDUC PSYCHOL, V51, P50 WARD WD, 1975, J EDUC PSYCHOL, V67, P683 WEISS RL, 1972, DISS ABSTR INT A, V32, P6231 WRIGHT RJ, 1975, AM EDUC RES J, V12, P449 TC 0 Z9 0 SN 0028-8276 PY 1991 VL 26 IS 2 BP 145 EP 153 UT WOS:A1991GT23100003 ER PT J AU WOODFORD, C YEOMANS, I YEOMANS, I AF WOODFORD, C YEOMANS, I YEOMANS, I TI OPEN LEARNING AND INFORMATION TECHNOLOGY - AN INTRODUCTORY GUIDE FOR MANAGERS IN INDUSTRY SO EDUCATIONAL & TRAINING TECHNOLOGY INTERNATIONAL CR *INF TECHN TRAIN I, 1987, DIR *NAT EXT COLL, 1987, OP TECH DIR WOODFORD C, 1988, LEARNING INFORMATION 1988, INTERACTIVE VIDEO CO 1981, AN C P ED TRAINING, P178 TC 0 Z9 0 SN 0954-7304 PD NOV PY 1990 VL 27 IS 4 BP 414 EP 419 UT WOS:A1990EL51200007 ER PT J AU EMMS, S AF EMMS, S TI THE OPEN LEARNING HANDBOOK - SELECTING, DESIGNING AND SUPPORTING OPEN LEARNING, MATERIALS - RACE,P SO EDUCATIONAL & TRAINING TECHNOLOGY INTERNATIONAL CR TUCKER RN, OPEN LEARNING HDB SE TC 0 Z9 0 SN 0954-7304 PD AUG PY 1990 VL 27 IS 3 BP 340 EP 341 UT WOS:A1990DX14100018 ER PT J AU WILSON, R AF WILSON, R TI THE OPEN LEARNING HANDBOOK - SELECTING, DESIGNING AND SUPPORTING OPEN LEARNING-MATERIALS - RACE,P SO EDUCATIONAL & TRAINING TECHNOLOGY INTERNATIONAL CR Race P., 1989, OPEN LEARNING HDB SE TC 0 Z9 0 SN 0954-7304 PD AUG PY 1990 VL 27 IS 3 BP 341 EP 342 UT WOS:A1990DX14100021 ER PT J AU FLEETWOODWALKER, P AF FLEETWOODWALKER, P TI OPEN LEARNING SO JOURNAL OF EDUCATIONAL TELEVISION TC 0 Z9 0 SN 0260-7417 PY 1990 VL 16 IS 2 BP 110 EP 111 UT WOS:A1990DW98000009 ER PT J AU LEWIS, R AF LEWIS, R TI THE OPEN LEARNING HANDBOOK - SELECTING, DESIGNING, AND SUPPORTING OPEN LEARNING-MATERIALS - RACE,P SO HIGHER EDUCATION CR DIXON K, 1988, IMPLEMENTING OPEN LE MARTUCCI J, 1988, MEDIA ED DEV, V21, P101 Race P., 1989, OPEN LEARNING HDB SE *TRAIN AG, 1988, ENT HIGH ED *TRAIN AG, 1988, CH QUAL NEW AD TRAI 1988, NATIONAL VOCATIONAL TC 0 Z9 0 SN 0018-1560 PY 1990 VL 19 IS 2 BP 259 EP 269 DI 10.1007/BF00137110 UT WOS:A1990CU22800007 ER PT J AU RACE, P AF RACE, P TI OPEN LEARNING IN TRANSITION - AN AGENDA FOR ACTION - PAINE,N SO HIGHER EDUCATION CR Paine N., 1989, OPEN LEARNING TRANSI TC 0 Z9 0 SN 0018-1560 PY 1990 VL 19 IS 3 BP 394 EP 396 UT WOS:A1990DA52800011 ER PT J AU STREDDER, K AF STREDDER, K TI THE OPEN LEARNING POCKET WORKBOOK - LEWIS,R, MACDONALD,L SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY CR LEWIS R, 1988, OPEN LEARNING POCKET TC 0 Z9 0 SN 0007-1013 PD MAY PY 1989 VL 20 IS 2 BP 146 EP 147 UT WOS:A1989U578600012 ER PT J AU TWINING, J BOTCHERBY, C WARD, C AF TWINING, J BOTCHERBY, C WARD, C TI ROLF - AN OPEN LEARNING DELIVERY SYSTEM SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY TC 0 Z9 0 SN 0007-1013 PD MAY PY 1989 VL 20 IS 2 BP 129 EP 134 DI 10.1111/j.1467-8535.1989.tb00273.x UT WOS:A1989U578600005 ER PT J AU HARRIS, D AF HARRIS, D TI BEYOND DISTANCE TEACHING - TOWARDS OPEN LEARNING - HODGSON,VE, MANN,SJ, SNELL,R SO JOURNAL OF HIGHER EDUCATION CR Harris D., 1987, OPENNESS CLOSURE DIS HODGSON V, 1987, DISTANCE TEACHING OP THORPE M, 1987, OPEN LEARNING ADULTS TC 0 Z9 0 SN 0022-1546 PD MAR-APR PY 1989 VL 60 IS 2 BP 242 EP 244 DI 10.2307/1982188 UT WOS:A1989T912900017 ER PT J AU CLARKE, A AF CLARKE, A TI THE OPEN LEARNING POCKET WORKBOOK - LEWIS,R, MACDONALD,L SO EDUCATIONAL & TRAINING TECHNOLOGY INTERNATIONAL CR LEWIS R, OPEN LEARNING POCKET TC 0 Z9 0 SN 0954-7304 PD FEB PY 1989 VL 26 IS 1 BP 87 EP 87 UT WOS:A1989U106000016 ER PT J AU PRIDEAUX, T AF PRIDEAUX, T TI CASE-STUDY - SEAFISH-OPEN-LEARNING-PROJECT SO EDUCATIONAL & TRAINING TECHNOLOGY INTERNATIONAL CR HARRIS NDC, EVALUATION RESOURCE Oppenheim A. N., 1966, QUESTIONNAIRE DESIGN STOANE J, 1986, TRAINING COURSE EVAL TC 0 Z9 0 SN 0954-7304 PD FEB PY 1989 VL 26 IS 1 BP 36 EP 38 UT WOS:A1989U106000007 ER PT J AU DEMIRAY, U AF DEMIRAY, U TI GRADUATES OF THE OPEN-EDUCATION FACULTY IN TURKEY SO JOURNAL OF EDUCATIONAL TELEVISION CR ASKUN IC, 1980, KURGU DERGISI, V3 DEMIRAY U, 1987, OPEN ED FACULTY PUBL, V252 DEMIRAY U, 1988, ED RES PUBLICATION S, V10 DEMIRAY U, 1988, ANADOLU U ED TECHNOL, V8 EKSI A, 1982, MED SOCIAL PUBLICATI, V1 GOKMEN H, 1985, MINISTRY ED PUBLICAT, V456 HOWELLS G, 1989, J EDUC TV, V15, P79 MCISAAC SM, 1988, INT J DISTANCE ED, V9, P106 OZALP S, 1987, J ANADOLU U EC ADM F, V5, P275 OZCELIK AD, 1981, U STUDENT PLACEMENT, V49 SERTER N, 1987, OPEN ED FACULTY PUBL, V243 TEKIN C, 1988, OPEN ED FACULTY ANAD WOODLEY A, 1988, OPEN LEARNING, P13 YUN SQ, 1988, 2ND P JOINT C ED TEC, P723 TC 0 Z9 0 SN 0260-7417 PY 1989 VL 15 IS 3 BP 155 EP 161 UT WOS:A1989CB45700004 ER PT J AU GILDER, RS AF GILDER, RS TI OPEN LEARNING IN TRANSITION, AN AGENDA FOR ACTION - PAINE,N SO JOURNAL OF EDUCATIONAL TELEVISION CR PAINE N, 1988, OPEN LEARNING TRANSI TC 0 Z9 0 SN 0260-7417 PY 1989 VL 15 IS 2 BP 101 EP 102 UT WOS:A1989AK83300007 ER PT J AU KAYE, T AF KAYE, T TI TUTORING AND MONITORING FACILITIES FOR EUROPEAN OPEN LEARNING - WHITING,JA, BELL,DA SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY CR WHITING J, 1987, TUTORING MONITORING TC 0 Z9 0 SN 0007-1013 PD JAN PY 1989 VL 20 IS 1 BP 73 EP 73 UT WOS:A1989T156600017 ER PT J AU BOOT, R HODGSON, V AF BOOT, R HODGSON, V TI OPEN LEARNING - PHILOSOPHY OR EXPEDIENCY SO PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY CR BINSTED D, 1984, OPEN DISTANCE LEARNI BOOT RL, 1980, ADV MANAGEMENT ED, P231 BOOT RL, 1987, DISTANCE TEACHING OP CRITTEN P, 1986, J EUROPEAN IND TRAIN, V10, P48, DOI 10.1108/eb043362 CUNNINGHAM I, 1984, THESIS LANCASTER U DEDE C, 1985, ED MEDIA INT, V2, P2 FORSYTHE K, 1983, PROGRAM LEARN EDUC T, V20, P161 Giroux H, 1983, THEORY RESISTANCE ED GRITTON JW, 1984, C OPEN LEARNING TRAI Harris D., 1987, OPENNESS CLOSURE DIS HAWKRIDGE D, 1983, NEW INFORMATION TECH HUBBARD G, 1981, P ROYAL SOC ARTS, V129, P5297 *IHESC, 1988, 1ST INT C INN CHANG LARSEN S, 1986, PROGRAM LEARN EDUC T, V23, P331 MACKENZIE N, 1975, OPEN LEARNING SYSTEM Magee B, 1973, POPPER Meighan R., 1981, SOCIOLOGY ED NORTHCOTT P, 1986, OPEN LEARNING, V1, P33, DOI 10.1080/0268051860010208 Rogers C. R., 1969, FREEDOM LEARN SNELL R, 1987, EGOS C CRITICAL STAN TEMPLE H, 1987, TRAINING DEV JUN TOLLEY G, 1983, OPEN TECH WHY WHAT WILLIAMS J, 1986, J EUROPEAN IND TRAIN, V10, P8, DOI 10.1108/eb043358 1982, OPEN TECH TASK GROUP TC 0 Z9 0 SN 0033-0396 PD AUG PY 1988 VL 25 IS 3 BP 197 EP 204 UT WOS:A1988Q729000002 ER PT J AU LEWIS, R RUTTER, C JEFFRIES, Y AF LEWIS, R RUTTER, C JEFFRIES, Y TI OPEN LEARNING IN ONE SCHOOL SO PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY CR LEWIS R, 1986, SCH GUIDE OPEN LEARN LEWIS R, 1986, WHAT IS OPEN LEARNIN TC 0 Z9 0 SN 0033-0396 PD AUG PY 1988 VL 25 IS 3 BP 266 EP 268 UT WOS:A1988Q729000012 ER PT J AU TEMPLE, H AF TEMPLE, H TI OPEN LEARNING - HELPED OR HINDERED BY OPEN TECH SO PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY CR BAILEY D, 1987, GUIDANCE OPEN LEARNI CLARKE A, 1986, TUTOR COMPETENCIES O HILGENDORF L, 1983, SELF EVALUATION OPEN *I MANP STUD, 1984, COMP COMP TRAIN ED F LEWIS R, 1984, TUTOR SUPPORT LEARNE *MANP SERV COMM, 1987, ENS QUAL OP LEARN HD *MANP SERV COMM, 1982, OP TECH TASK GROUP R *NAT EC DEV OFF, 1985, CHALL COMPL CHANG AT TC 0 Z9 0 SN 0033-0396 PD AUG PY 1988 VL 25 IS 3 BP 241 EP 244 UT WOS:A1988Q729000008 ER PT J AU TWINING, J AF TWINING, J TI OPEN LEARNING FOR UNITED-KINGDOM VOCATIONAL-EDUCATION AND TRAINING - 4 CONFLICTS SO PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY CR DIXON K, 1987, IMPLEMENTING OPEN LE *ENG COUNC, 1988, CONT ED TRAIN NAT SY FORD W, 1987, WORLD YB ED 1987 VOC ROWNTREE D, 1987, ENSURING QUALITY OPE SPENCER D, 1980, THINKING OPEN LEARNI TWINING J, 1985, UNPUB FEASIBILITY ST TWINING J, 1982, OPEN LEARNING TECHNI TC 0 Z9 0 SN 0033-0396 PD AUG PY 1988 VL 25 IS 3 BP 237 EP 240 UT WOS:A1988Q729000007 ER PT J AU COFFEY, J AF COFFEY, J TI BEYOND DISTANCE TEACHING - TOWARDS OPEN LEARNING - HODGSON, MANN, SNELL SO PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY CR HODGSON, 1987, DISTANCE TEACHING OP TC 0 Z9 0 SN 0033-0396 PD MAY PY 1988 VL 25 IS 2 BP 183 EP 185 UT WOS:A1988N939600017 ER PT J AU TWINING, J AF TWINING, J TI DOUBTS ABOUT MOTHERHOOD - QUALITY IN OPEN LEARNING SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY CR JORDAN N, 1987, OPEN LEARNING SYSTEM, V22 ROWNTREE D, 1987, ENSURING QUALITY OPE TC 0 Z9 0 SN 0007-1013 PD MAY PY 1988 VL 19 IS 2 BP 148 EP 149 DI 10.1111/j.1467-8535.1988.tb00264.x UT WOS:A1988N491900009 ER PT J AU GARRIDO, JLG AF GARRIDO, JLG TI OPEN-EDUCATION - SPANISH - CIRIGLIANO,GFG SO PROSPECTS CR CIRIGLIANO G, 1983, ED ABIERTA TC 0 Z9 0 SN 0033-1538 PY 1988 VL 18 IS 1 BP 141 EP 144 UT WOS:A1988U833600016 ER PT J AU BLEASDALE, CH AF BLEASDALE, CH TI OPEN LEARNING GUIDE, PT 8, HOW TO FIND AND ADAPT MATERIALS AND SELECT MEDIA - LEWIS,R, PAINE,N SO PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY CR LEWIS R, 1986, OPEN LEARNING GUID 8 TC 0 Z9 0 SN 0033-0396 PD FEB PY 1987 VL 24 IS 1 BP 77 EP 77 UT WOS:A1987G401800012 ER PT J AU FLEETWOODWALKER, P AF FLEETWOODWALKER, P TI HOW TO DEVELOP AND MANAGE AN OPEN LEARNING SCHEME - OPEN LEARNING GUIDE-5 - LEWIS,R SO PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY CR LEWIS R, 1985, DEV MANAGE OPEN LEAR TC 0 Z9 0 SN 0033-0396 PD AUG PY 1986 VL 23 IS 3 BP 292 EP 292 UT WOS:A1986D819000019 ER PT J AU FLEETWOODWALKER, P AF FLEETWOODWALKER, P TI HOW TO COMMUNICATE WITH THE LEARNER - OPEN LEARNING GUIDE-6 - LEWIS,R, PAINE,N SO PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY CR LEWIS R, 1985, COMMUNICATE LEARNER TC 0 Z9 0 SN 0033-0396 PD AUG PY 1986 VL 23 IS 3 BP 292 EP 292 UT WOS:A1986D819000020 ER PT J AU FRESHWATER, M CRAWLEY, R AF FRESHWATER, M CRAWLEY, R TI THE OPEN TECH PROGRAM - NEW DEVELOPMENTS IN OPEN LEARNING SO PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY CR 1982, OPEN TECH TASK GROUP 1981, NEW TRAINING INITIAT TC 0 Z9 0 SN 0033-0396 PY 1985 VL 22 IS 2 BP 187 EP 191 UT WOS:A1985AJB0100012 ER PT J AU JARVIS, P AF JARVIS, P TI THE OPEN LEARNING INSTITUTE OF BRITISH-COLUMBIA - ELLIS,JF, MUGRIDGE,I SO COMPARATIVE EDUCATION CR ELLIS JF, 1983, OPEN LEARNING I BRIT TC 0 Z9 0 SN 0305-0068 PY 1984 VL 20 IS 3 BP 425 EP 425 UT WOS:A1984TU79500016 ER PT J AU MEGARRY, J AF MEGARRY, J TI DISTANCE NO OBJECT - EXAMPLES OF OPEN LEARNING IN SCOTLAND - SCOTTISH-EDUC-DEPT SO SCOTTISH EDUCATIONAL REVIEW CR *SCOTL ED DEP, 1982, DIST NO OBJ EX OP LE, P173 TC 0 Z9 0 SN 0302-2528 PY 1982 VL 14 IS 2 BP 150 EP 152 UT WOS:A1982PP75300015 ER PT J AU WATERHOUSE, P AF WATERHOUSE, P TI THE SUPPORTED SELF-STUDY PROJECT 1981-83 - AN OPEN LEARNING-SYSTEM FOR SECONDARY-SCHOOLS SO PROGRAMMED LEARNING & EDUCATIONAL TECHNOLOGY CR Ausubel D., 1968, ED PSYCHOL COGNITIVE BECKETT L, 1981, CET20 WORK PAP *COUNC ED TECH, 1980, 1979 ANN REP DAVIES WJK, 1980, GUIDELINES, V9 Denham C., 1980, TIME LEARN NICHOLS CA, 1979, CET17 WORK PAP SPENCER DC, 1980, CET19 WORK PAP THOMAS JB, 1980, SELF ED TC 0 Z9 0 SN 0033-0396 PY 1982 VL 19 IS 3 BP 261 EP 266 UT WOS:A1982PC61700009 ER PT J AU VANPATTEN, JJ AF VANPATTEN, JJ TI ACADEMIC TURMOIL - THE REALITY AND PROMISE OF OPEN-EDUCATION - GROSS,TL SO PHI DELTA KAPPAN CR GROSS TL, 1980, ACADEMIC TURMOIL REA TC 0 Z9 0 SN 0031-7217 PY 1981 VL 62 IS 6 BP 460 EP 460 UT WOS:A1981KZ78000029 ER PT J AU SACKS, H AF SACKS, H TI FLEXISTUDY - AN OPEN LEARNING-SYSTEM FOR FURTHER AND ADULT-EDUCATION SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY CR COFFEY J, 1977, OPEN LEARNING SYSTEM CROSSLAND D, 1978, TIMES ED SUPPLE 0707, P38 DAVIES TC, 1977, 14 COUNC ED TECHN WO FLOWER FD, 1975, TEACHING DISTANCE, V2, P20 FLOWER FD, 1977, OPEN LEARNING SYSTEM HAINES K, UNPUBLISHED HOLMBERG B, 1977, DISTANCE ED SUMMARY HUBBARD G, 1975, BRIT J EDUC TECHNOL, V6, P57, DOI 10.1111/j.1467-8535.1975.tb00179.x MORRIS JH, 1977, OPEN LEARNING SYSTEM *NAT EXT COLL, 1978, FLEX STUD MAN LOC PATES A, 1979, 2ND CHANCES ADULTS ROWLANDS GA, 1977, 14 COUNC ED TECHN WO TC 0 Z9 0 SN 0007-1013 PY 1980 VL 11 IS 2 BP 85 EP 95 DI 10.1111/j.1467-8535.1980.tb00395.x UT WOS:A1980LH10800001 ER PT J AU DAVIES, WJK AF DAVIES, WJK TI OPEN LEARNING OR OPEN ACCESS - SOME QUESTIONS FROM THE INSTITUTIONAL VIEWPOINT SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY CR COFFEY J, 1978, 15 COUNC ED TECHN WO DAVIES K, 1969, P SCOTTISH NATIONAL DAVIES K, 1977, ASPECTS ED TECHNOLOG, V11 DAVIES TC, 1977, 14 COUNC ED TECHN WO *DEP ED SCI, 1977, DIST STUD SYST POST FOSTER J, 1967, SCOTTISH NATIONAL C HOLMBERG B, 1977, DISTANCE ED MACKIE A, 1975, ASPECTS ED TECHNOLOG, V11 MACKIE A, 1977, P SEMINAR SOC ELECTR MORRIS J, 1976, FLEXASTUDY REDDITCH SACKS H, 1977, 1257 COOMB LODG FURT TC 0 Z9 0 SN 0007-1013 PY 1979 VL 10 IS 2 BP 110 EP 118 DI 10.1111/j.1467-8535.1979.tb00376.x UT WOS:A1979HJ16900003 ER PT J AU HUNT, TC YARUSSO, LC AF HUNT, TC YARUSSO, LC TI OPEN-EDUCATION - CAN IT SURVIVE ITS CRITICS SO PEABODY JOURNAL OF EDUCATION CR ATKINS V, 1975, OPEN ED CRITIQUE ASS, P28 BARTH RS, 1975, OPEN ED CRITIQUE ASS, P55 BECKER WC, 1977, OREGON DIRECT INSTRU BENNETT N, 1976, TEACHING STYLES PUPI, P153 GALLUP GH, 1977, PHI DELTA KAPPAN, V59 GALLUP GH, 1976, PHI DELTA KAPPAN, V58, P188 GALLUP GH, 1975, PHI DELTA KAPPAN, V57, P235 GALLUP GH, 1977, PHI DELTA KAPPAN, V59, P228 GALLUP GH, 1975, PHI DELTA KAPPAN, V57, P228 GATEWOOD TE, 1975, CHILDHOOD ED, V51, P176 HECHINGER FM, 1977, SATURDAY REV, V3, P6 HOUSE ER, 1974, PHI DELTA KAPPAN, V55, P663 HUNT TC, 1976, PEABODY J EDUC, V53, P110 LAJORE R, 1975, ELEMENTARY ENGLISH, V52, P58 NORMAN JS, 1977, THESIS VIRGINIA POLY, P77 PERRONE V, 1972, OPEN ED PROMISE PROB, P21 PIPHO C, 1978, PHI DELTA KAPPAN, V59, P585 SEALEY L, 1976, TEACHERS COLLEGE REC, V77, P617 WEINER R, 1974, READING TEACHER, V27, P438 TC 0 Z9 0 SN 0031-3432 PY 1979 VL 56 IS 4 BP 294 EP 300 UT WOS:A1979HB85800007 ER PT J AU WALKER, JC EVERS, CW AF WALKER, JC EVERS, CW TI PHILOSOPHY OF OPEN-EDUCATION - NYBERG,D SO AUSTRALIAN JOURNAL OF EDUCATION CR NYBERG D, 1975, PHILOSOPHY OPEN ED TC 0 Z9 0 SN 0004-9441 PY 1979 VL 23 IS 2 BP 203 EP 205 UT WOS:A1979HM13400016 ER PT J AU WHALEY, CR ANTONELLI, GA AF WHALEY, CR ANTONELLI, GA TI VIDEO VALHALLA AND OPEN-EDUCATION SO PHI DELTA KAPPAN TC 0 Z9 0 SN 0031-7217 PY 1979 VL 61 IS 3 BP 171 EP 172 UT WOS:A1979HR43400005 ER PT J AU DEBRUIN, JE AF DEBRUIN, JE TI ENGLISH LOOK AT OPEN-EDUCATION IN UNITED-STATES SO PEABODY JOURNAL OF EDUCATION CR Silberman C. E., 1970, CRISIS CLASSROOM TC 0 Z9 0 SN 0031-3432 PY 1978 VL 55 IS 3 BP 270 EP 279 UT WOS:A1978EY98000017 ER PT J AU DUBY, PB GILTROW, DR AF DUBY, PB GILTROW, DR TI PREDICTING STUDENT WITHDRAWALS IN OPEN LEARNING COURSES SO EDUCATIONAL TECHNOLOGY CR GOOLER DD, 1975, 9 U MID AM WORK PAP RUTH M, 1974, STUDENT REACTION TEL Scriven M, 1967, PERSPECTIVES CURRICU, P39 ZIGERELL JJ, 1974, 5TH CIT COLL CHIC L TC 0 Z9 0 SN 0013-1962 PY 1978 VL 18 IS 2 BP 43 EP 47 UT WOS:A1978EP82500010 ER PT J AU ELTON, LRB AF ELTON, LRB TI OPEN LEARNING - SYSTEMS AND PROBLEMS IN POST-SECONDARY EDUCATION - MACKENZIE,N, POSTGATE,R, SCUPHAM,J SO JOURNAL OF HIGHER EDUCATION CR MACKENZIE N, 1975, OPEN LEARNING SYSTEM TC 0 Z9 0 SN 0022-1546 PY 1978 VL 49 IS 2 BP 190 EP 192 DI 10.2307/1979286 UT WOS:A1978EW50100009 ER PT J AU GOLDENBERG, R ROUBINEK, D AF GOLDENBERG, R ROUBINEK, D TI OPEN-EDUCATION - ASSESSMENT OF NEEDS SO EDUCATION CR BARTH RS, 1972, OPEN ED AM SCH Evans E. D., 1975, CONT INFLUENCES EARL Holt J., 1972, FREEDOM KERLINGER FN, 1967, F BEHAVIORAL RES ROGERS V, 1975, OPEN ED CRITIQUE ASS ROGERS V, 1975, FORUM OPEN ED, V3 SPODEK B, 1970, OPEN ED TC 0 Z9 0 SN 0013-1172 PY 1978 VL 98 IS 4 BP 430 EP 435 UT WOS:A1978FN04800013 ER PT J AU GOUTARD, M AF GOUTARD, M TI MORE OPEN-EDUCATION TO BETTER ACCOMMODATE CHILDREN OF MIGRANT WORKERS SO INTERNATIONAL JOURNAL OF EARLY CHILDHOOD TC 0 Z9 0 SN 0020-7187 PY 1978 VL 10 IS 1 BP 18 EP 21 UT WOS:A1978FQ80600003 ER PT J AU KING, DR DRUMMOND, RJ MCINTIRE, WG AF KING, DR DRUMMOND, RJ MCINTIRE, WG TI PERCEPTION OF WORK-ENVIRONMENT AND SUPPORT FOR OPEN-EDUCATION SO EDUCATION CR BARTH RS, 1971, PHI DELTA KAPPAN, V53, P97 BARTH RS, 1970, THESIS HARVARD U BUSSIS AM, 1970, ANAL APPROACH OPEN E COLETTA AJ, 1975, EDUC PSYCHOL MEAS, V35, P415, DOI 10.1177/001316447503500221 DOAK ED, 1970, EDUC LEADERSHIP, V27, P367 GORDON LV, 1973, WORK ENV PREFERENCE GORDON LV, 1970, PERS PSYCHOL, V23, P1, DOI 10.1111/j.1744-6570.1970.tb01631.x MCINTIRE WG, 1975, PSYCHOL SCHOOLS, V12, P269, DOI 10.1002/1520-6807(197507)12:3<269::AID-PITS2310120304>3.0.CO;2-Z TRICKETT EJ, 1973, J EDUC PSYCHOL, V65, P93, DOI 10.1037/h0034823 Weber M., 1947, THEORY SOCIAL EC ORG TC 0 Z9 0 SN 0013-1172 PY 1978 VL 99 IS 1 BP 109 EP 112 UT WOS:A1978GB33900023 ER PT J AU LUKASEVICH, A GRAY, RF AF LUKASEVICH, A GRAY, RF TI OPEN SPACE, OPEN-EDUCATION, AND PUPIL PERFORMANCE SO ELEMENTARY SCHOOL JOURNAL CR ARLIN M, 1976, ELEM SCHOOL J, V76, P219, DOI 10.1086/460976 ARLIN M, 1975, PSYCHOL SCHOOLS, V12, P279 BLISHEN B, 1971, CANADIAN SOC SOC PER BROWN PO, 1973, THESIS COLUMBIA U CORLIS C, 1973, ED085086 ERIC DOC RE DOBSON L, 1974, PERFORMANCE PUPILS I GARDNER DEM, 1950, LONG TERM RESULTS IN GARDNER DEM, 1966, EXPT TRADITION PRIMA GLINSKY MW, 1973, THESIS SYRACUSE U KING E, 1967, TEACHERS MANUAL CANA KOHLER PT, 1973, THESIS U CONNECTICUT KOSKOFF C, 1973, THESIS U CONNECTICUT OLIVER A, 1973, THESIS YESHIVA U OWEN S, 1974, ED093956 ERIC DOC RE ROBINSON JW, 1974, THESIS U ARIZONA RUEDI J, 1973, PSYCHOL SCHOOLS, V10, P48, DOI 10.1002/1520-6807(197301)10:1<48::AID-PITS2310100108>3.0.CO;2-Z SCHNEE RG, 1975, PHI DELTA KAPPAN, V56, P366 SEARS PS, UNPUBLISHED THORNDIKE L, 1970, CANADIAN COGNITIVE A TRAUB RE, 1972, INTERCHANGE, V3, P69, DOI 10.1007/BF02137636 WARNER JB, 1971, REPORT FACT SHEET, V8 TC 0 Z9 0 SN 0013-5984 PY 1978 VL 79 IS 2 BP 108 EP 114 DI 10.1086/461139 UT WOS:A1978GH02100007 ER PT J AU MAI, RP AF MAI, RP TI OPEN-EDUCATION - FROM IDEOLOGY TO ORTHODOXY SO PEABODY JOURNAL OF EDUCATION CR BARTH RS, 1973, SATURDAY REV NOV, P58 DEWEY J, 1969, ED TODAY, P222 FEATHERSTONE J, 1971, SCH CHILDREN LEARN GOLDHAMMER R, 1969, CLINICAL SUPERVISION, P32 HENTOFF N, 1966, OUR CHILDREN DYING HOFSTADTER R, 1966, ANTI INTELLECTUALISM, P373 Holt J., 1964, CHILDREN FAIL HULL W, 1971, OPEN ED INFORMAL CLA, P56 Kozol J., 1967, DEATH EARLY AGE RATHBONE C, OPEN ED INFORMAL CLA, P100 Silberman C., 1971, CRISIS CLASSROOM REM TC 0 Z9 0 SN 0031-3432 PY 1978 VL 55 IS 3 BP 231 EP 237 UT WOS:A1978EY98000012 ER PT J AU PIVNICK, PT AF PIVNICK, PT TI OPEN-EDUCATION IN UNITED-STATES SCHOOL - ONE EDUCATORS VIEW SO ASPECTS OF EDUCATION CR BARTH RS, 1977, PHIL DELTA KAPPA FEB, P491 BARTH RS, 1969, J ED PHILOSOPHY THEO BENNETT N, 1976, TEACHING STYLES PUPI, P7 ENGELHARDT NL, 1970, COMPLETE GUIDE PLANN, P46 HECHINGER FM, 1977, SATURDAY REV 0319 1969, NONGRADED UNIT TC 0 Z9 0 SN 0066-8672 PY 1978 IS 21 BP 64 EP 74 UT WOS:A1978FW95700008 ER PT J AU STEPHENS, LS AF STEPHENS, LS TI WILL OPEN-EDUCATION FIND A HOME IN JAPAN SO ELEMENTARY SCHOOL JOURNAL CR ANDERSON RS, 1975, ED JAPAN FORBIS WH, 1975, JAPAN TODAY Reischauer E. O., 1977, JAPANESE STEPHENS LS, 1974, TEACHERS GUIDE OPEN TC 0 Z9 0 SN 0013-5984 PY 1978 VL 78 IS 5 BP 313 EP 318 DI 10.1086/461118 UT WOS:A1978FJ89400003 ER PT J AU ANANDAM, K FLECKMAN, B AF ANANDAM, K FLECKMAN, B TI TELEPHONE DIALOG INTERVENTION IN OPEN LEARNING INSTRUCTION SO JOURNAL OF COLLEGE STUDENT DEVELOPMENT CR ANADAM K, 1974, 1973 74 MIAM DAD COM ANANDAM K, 1975, 1973 74 MIAM DAD COM BEN DJ, 1965, J EXPT PSYCHOLOGY, V1, P199 NOWICKI S, 1974, J PERS ASSESS, V38, P136, DOI 10.1080/00223891.1974.10119950 Rotter J. B., 1966, PSYCHOLOGICAL MONOGR, V80 TC 0 Z9 0 SN 0021-9789 PY 1977 VL 18 IS 3 BP 219 EP 223 UT WOS:A1977DF65600012 ER PT J AU DOHMEN, G AF DOHMEN, G TI OPEN LEARNING - SYSTEMS AND PROBLEMS IN POST-SECONDARY EDUCATION - MCKENZIE,N, POSTGATE,R AND SCUPHAM,J SO INTERNATIONAL REVIEW OF EDUCATION CR MCKENZIE N, 1975, OPEN LEARNING SYSTEM TC 0 Z9 0 SN 0020-8566 PY 1977 VL 23 IS 2 BP 253 EP 259 DI 10.1007/BF00598833 UT WOS:A1977EB24300008 ER PT J AU HOLMES, M AF HOLMES, M TI DEATH OF OPEN-EDUCATION SO PHI DELTA KAPPAN TC 0 Z9 0 SN 0031-7217 PY 1977 VL 58 IS 9 BP 726 EP 726 UT WOS:A1977DD24800036 ER PT J AU BATISTAARAUJOEOLIVEIRA, J AF BATISTAARAUJOEOLIVEIRA, J TI OPEN LEARNING, SYSTEMS AND PROBLEMS IN POST-SECONDARY EDUCATION - MACKENZIE,N, POSTGATE,R AND SCUPHAM,J SO PROSPECTS CR MACKENZIE N, 1975, OPEN LEARNING SYSTEM TC 0 Z9 0 SN 0033-1538 PY 1976 VL 6 IS 3 BP 486 EP 487 UT WOS:A1976CK98100018 ER PT J AU BENNINGA, J AF BENNINGA, J TI OPEN LEARNING IN EARLY-CHILDHOOD - DAY,B SO PEABODY JOURNAL OF EDUCATION CR DAY B, 1975, OPEN LEARNING EARLY TC 0 Z9 0 SN 0031-3432 PY 1976 VL 53 IS 2 BP 138 EP 139 UT WOS:A1976BC63300016 ER PT J AU DRUMM, GB AF DRUMM, GB TI CENTER FOR OPEN EDUCATION - CENTER WITHOUT WALLS SO EDUCATIONAL LEADERSHIP TC 0 Z9 0 SN 0013-1784 PY 1976 VL 33 IS 6 BP 441 EP 443 UT WOS:A1976BH39800008 ER PT J AU FITTON, JB AF FITTON, JB TI COMMUNITY, HIERARCHY AND OPEN EDUCATION - EASTHOPE,G SO EDUCATIONAL RESEARCH CR Easthope G., 1975, COMMUNITY HIERARCHY TC 0 Z9 0 SN 0013-1881 PY 1976 VL 18 IS 2 BP 157 EP 158 UT WOS:A1976BG58300015 ER PT J AU HELLAWELL, D AF HELLAWELL, D TI COMMUNITY, HIERARCHY AND OPEN EDUCATION - EASTHOPE,G SO EDUCATIONAL STUDIES CR Easthope G., 1975, COMMUNITY HIERARCHY TC 0 Z9 0 SN 0305-5698 PY 1976 VL 2 IS 1 BP 90 EP 91 UT WOS:A1976BK54000010 ER PT J AU KEEFE, JW AF KEEFE, JW TI FROM CLOSED TEACHING TO OPEN LEARNING SYSTEMS SO NOTRE DAME JOURNAL OF EDUCATION CR GLASSER W, 1969, SCH WITHOUT FAILURE GOODLAD J, 1970, BEHIND CLASSROOM DOO KATZ D, 1966, SOCIAL PSYCHOLOGY OR TC 0 Z9 0 PY 1976 VL 7 IS 2 BP 168 EP 174 UT WOS:A1976BV65400010 ER PT J AU LISTER, I AF LISTER, I TI PHILOSOPHY OF OPEN-EDUCATION - NYBERG,D SO BRITISH JOURNAL OF EDUCATIONAL STUDIES CR NYBERG D, 1975, PHILOSOPHY OPEN EDUC TC 0 Z9 0 SN 0007-1005 PY 1976 VL 24 IS 3 BP 272 EP 273 DI 10.2307/3119916 UT WOS:A1976CJ42500012 ER PT B AU LISTER, I AF LISTER, I TI COMMUNITY, HIERARCHY AND OPEN-EDUCATION - EASTHOPE,G SO DURHAM RESEARCH REVIEW CR Easthope G., 1975, COMMUNITY HIERARCHY TC 0 Z9 0 PY 1976 VL 7 IS 36 BP 1129 EP 1129 UT WOS:A1976BR25900010 ER PT J AU MILLER, KM AF MILLER, KM TI STUDIES IN OPEN-EDUCATION - SPODEK,B AND WALBERG,HJ SO YOUNG CHILDREN CR SPODEK B, 1975, STUDIES OPEN EDUCATI TC 0 Z9 0 SN 0044-0728 PY 1976 VL 31 IS 5 BP 413 EP 414 UT WOS:A1976BW12900008 ER PT J AU MOLNAR, A KIRKHORN, J AF MOLNAR, A KIRKHORN, J TI IMPLICATIONS OF OPEN-EDUCATION FOR TEACHER PREPARATION PROGRAMS SO JOURNAL OF TEACHER EDUCATION CR COMBS AW, 1965, PROFESSIONAL EDUCATI, P117 HABERMAN M, 1972, EDUCATION, V92 SILBERMAN C, 1971, CRISIS CLASSROOM, P473 TC 0 Z9 0 SN 0022-4871 PY 1976 VL 27 IS 1 BP 69 EP 70 DI 10.1177/002248717602700118 UT WOS:A1976BV57100018 ER PT J AU PODESCHI, R DENNIS, L AF PODESCHI, R DENNIS, L TI BRITISH, AMERICANS, AND OPEN-EDUCATION - SOME CULTURAL DIFFERENCES SO PEABODY JOURNAL OF EDUCATION CR ALLEN HA, 1975, PEABODY J EDUCATION, V52, P104 ASTONWARNER S, 1972, SPEARPOINT, P17 BERGER B, 1968, WORKING CLASS SUBURB, pR7 COMMAGER HS, 1974, BRITAIN AM EYES, P753 COUNTS GS, 1969, DARE SCH BUILD NEW S, P7 DENNIS L, 1970, YOUNG CHILDREN, V25, P230 FEATHERSTONE J, 1971, OPEN EDUCATION, P95 GLYN A, 1970, BRITISH, P68 Hall E. T., 1966, THE HIDDEN DIMENSION HALSEY M, 1938, MALICE SOME, P69 KOERNER JD, 1968, REFORM EDUCATION, P296 Mead M., 1942, KEEP YOUR POWDER DRY MONTAGU A, 1967, AM WAY LIFE RAPSON RL, 1970, CHARACTER AM, P171 ROUSSEAU JJ, 1965, EMILE, P41 WOLFENSTEIN M, 1963, CHILDHOOD CONTEMPORA, P176 TC 0 Z9 0 SN 0031-3432 PY 1976 VL 53 IS 3 BP 208 EP 215 UT WOS:A1976BN27500013 ER PT J AU STEWART, IS AF STEWART, IS TI OPEN LEARNING IN EARLY-CHILDHOOD - DAY,B SO EDUCATIONAL LEADERSHIP CR DAY B, 1975, OPEN LEARNING EARLY TC 0 Z9 0 SN 0013-1784 PY 1976 VL 33 IS 4 BP 315 EP 315 UT WOS:A1976BC61500019 ER PT J AU BAYER, M SOMMERKORN, I AF BAYER, M SOMMERKORN, I TI DILEMMAS OF OPEN PROGRAMS - PITFALLS IN IMPLEMENTING OPEN-EDUCATION GOALS A GERMAN CASE-STUDY OF UNIVERSITY-EDUCATION - SUMMARY SO INTERNATIONAL REVIEW OF EDUCATION TC 0 Z9 0 SN 0020-8566 PY 1975 VL 21 IS 4 BP 508 EP 512 DI 10.1007/BF00635792 UT WOS:A1975BS27700008 ER PT J AU BREMER, J AF BREMER, J TI STUDIES IN OPEN EDUCATION - SPODEK,B AND WALBERG,HJ SO PHI DELTA KAPPAN CR SPODEK B, 1975, STUDIES OPEN EDUCATI TC 0 Z9 0 SN 0031-7217 PY 1975 VL 56 IS 10 BP 718 EP 719 UT WOS:A1975AE31600022 ER PT J AU BUCKLEY, JJ AF BUCKLEY, JJ TI OPEN EDUCATION RE-EXAMINED - MYERS,DA AND MYERS,L SO EDUCATIONAL LEADERSHIP CR MYERS DA, 1973, OPEN EDUCATION REEXA TC 0 Z9 0 SN 0013-1784 PY 1975 VL 32 IS 4 BP 302 EP 303 UT WOS:A1975V173900021 ER PT J AU CZAJKOWS.TJ KING, M AF CZAJKOWS.TJ KING, M TI HIDDEN CURRICULUM AND OPEN EDUCATION SO ELEMENTARY SCHOOL JOURNAL CR DEWEY J, 1963, EXPERIENCE EDUCATION GOLDHAMMER R, 1969, CLINICAL SUPERVISION Henry J., 1965, CULTURE AGAINST MAN Huxley A., 1932, BRAVE NEW WORLD Jackson P. W., 1968, LIFE CLASSROOMS Orwell G, 1949, 1984 OVERLY N, 1970, UNSTUDIES CURRICULUM Weingartner C., 1969, TEACHING SUBVERSIVE TC 0 Z9 0 SN 0013-5984 PY 1975 VL 75 IS 5 BP 279 EP 283 DI 10.1086/460905 UT WOS:A1975V361100003 ER PT J AU DILLON, SV FRANKS, DD AF DILLON, SV FRANKS, DD TI OPEN LEARNING ENVIRONMENT - SELF-IDENTITY AND COPING ABILITY SO EDUCATIONAL FORUM CR BRUNER JS, 1966, TOWARD THEORY INSTRU, P122 COLEMAN JC, 1960, PERSONALITY DYNAMICS, P333 DILLON SV, 1972, PEER LABELING KANSAS, P9 ERIKSON EH, 1950, CHILDHOOD SOC, P235 FROMM E, 1955, SANE SOC, P130 MCPARTLAND J, 1973, 166 JOHNS HOPK U REP RATHBONE CH, 1972, SCH REV AUG, P537 TC 0 Z9 0 SN 0013-1733 PY 1975 VL 39 IS 2 BP 155 EP 161 DI 10.1080/00131727509339049 UT WOS:A1975W049900003 ER PT J AU LABOVITZ, EM AF LABOVITZ, EM TI LEARNING AND OPEN EDUCATION SO URBAN EDUCATION CR BARTH RS, 1973, SATURDAY REV NOV, P58 BROWN GI, 1971, HUMAN TEACHING HUMAN CARLE E, 1962, EDUCATION WITHOUT TA CASS J, 1973, SATURDAY REV NOV, P53 DEWEY J, 1944, DEMOCRACY EDUCATION Farber Jerry, 1970, STUDENT NIGGER FEATHERSTONE J, 1971, SCH WHERE CHILDREN L Freire P., 1970, PEDAGOGY OPPRESSED GLASSER W, 1969, SCH WITHOUT FAILURE Goodman P., 1962, COMPULSORY MISEDUCAT GREER M, 1972, WILL REAL TEACHER PL HASSETT JD, 1972, OPEN EDUCATION ALTER HEIDEGGER M, 1972, WHAT CALLED THINKING HENTOFF N, 1966, OUR CHILDREN DYING HERNDON J, 1967, WAY SPOZED BE HERNDON J, 1971, HOW SURVIVE YOUR NAT HOLT J, 1970, HOW CHILDREN FAIL Illich I., 1971, DESCHOOLING SOC ISAACS S, 1948, CHILDHOOD AFTER KOHL H, 1970, OPEN CLASSROOM Kohl H., 1967, 36 CHILDREN KOZOL J, 1969, FREE SCH Kozol J., 1967, DEATH EARLY AGE Montessori M, 1967, DISCOVERY CHILD NEILL AS, 1960, SUMMERHILL RADICAL A Piaget J., 1954, CONSTRUCTION REALITY REIMER E, 1971, SCH DEAD ALTERNATIVE Rogers C. R., 1969, FREEDOM LEARN Rossman M., 1972, LEARNING SOCIAL CHAN Silberman C. E., 1970, CRISIS CLASSROOM SOBEL HW, 1972, RADICAL PAPERS READI THOMAS DR, 1973, SCH NEXT TIME *UK I DEV ED ACT, 1969, BRIT INFANT SCH WEBER L, 1971, ENGLISH INFANT SCH I Weingartner C., 1969, TEACHING SUBVERSIVE WEINSTEIN G, 1970, TOWARD HUMANISTIC ED 1971, NEWSWEEK 0503, P60 TC 0 Z9 0 SN 0042-0859 PY 1975 VL 9 IS 4 BP 355 EP 371 DI 10.1177/004208597594005 UT WOS:A1975V604800005 ER PT J AU LYNCH, J AF LYNCH, J TI LEGITIMATION OF INNOVATION - ENGLISH PATH TO OPEN-EDUCATION SO INTERNATIONAL REVIEW OF EDUCATION CR Bernstein B., 1971, KNOWLEDGE CONTROL BORGHI L, 1974, PERSPECTIVES PRIMARY, P50 *HERTF CTY COUNC, 1970, MIDDL SCH MIDDL YEAR *NAT UN TEACH, 1967, MIDDL SCH S *NETH MIN ED SCIEN, 1968, SUMM POST PRIM ED AC *NJ DEP ED, 1972, MIDDL SCH ID TIM ROSS A, 1974, MIDDLE YEARS SCH, P6 *SOUTH ED COMM, 1970, MIDDL SCH 1970 PAR G TAYLOR PJ, 1974, PURPOSES POWER CONST, P12 *UK CENTR ADV COUN, 1967, CHILDR PRIM SCH *UK DEP ED SCIENC, 1965, 1065 CIRC *UK DEP ED SCIENC, 1966, 35 BUILD B *UK DEP ED SCIENC, 1970, 57 PAMPHL *UK DEP ED SCIENC, 1970, 8 SURV *UK DEP ED SCIENC, 1972, 47 BUILD B *UK SCH COUNC, 1967, 10 WORK PAP *UK SCH COUNC, 1969, 22 WORK PAP *UK SCH COUNC, 1974, 14 PAMPHL, P9 *UK SCH COUNC, 1965, RAIS SCH LEAV AG COO 1972, J EDUCATIONAL RESEAR, V66, P115 TC 0 Z9 0 SN 0020-8566 PY 1975 VL 21 IS 4 BP 447 EP 464 DI 10.1007/BF00635788 UT WOS:A1975BS27700004 ER PT J AU SOBEL, HW AF SOBEL, HW TI IS OPEN EDUCATION A FAD SO PHI DELTA KAPPAN CR BARTH RS, 1971, BIBLIOGRAPHY OPEN ED LEHMANNHAUPT C, 1970, NY TIMES 1008 LYDIARD B, 1973, KALEIDOSCOPE, V8 MAEROFF GI, 1974, NY TIMES 0519, P31 MARTIN R, 1970, WALL STREET J 1201, P1 NAIMAN A, 1974, PERSONAL COMMUNICATI RANDAZZO JD, 1972, PHI DELTA KAPPAN OCT, P107 SILBERMAN CE, 1970, CRISIS CLASSROOM, P266 SNEDCOF H, 1974, TEACHER CTR CONTEXT, P29 WEINER R, 1973, THESIS HOFSTRA U 1974, INDIVIDUALIZED 0308 1972, ANNOTATED BIBLIOGRAP 1972, WORKSHOPS OPEN EDUCA TC 0 Z9 0 SN 0031-7217 PY 1975 VL 56 IS 8 BP 551 EP 553 UT WOS:A1975W047000014 ER PT J AU STODOLSKY, SS AF STODOLSKY, SS TI IDENTIFYING AND EVALUATING OPEN EDUCATION SO PHI DELTA KAPPAN CR ANDREAE J, 1970, OPEN EDUCATION ESEA BARTH RS, 1972, OPEN EDUCATION AM SC BERLAK A, 1975, SCH REV, P215 BISSELL JS, 1970, THESIS HARVARD U BOWMAN GW, 1973, ANALYSIS COMMUNICATI BUSSIS AM, 1972, OPEN ED SOURCEBOOK P, P117 CARINI PF, 1973, EVALUATION RECONSIDE, P15 *CENT ADV COUNC ED, 1967, CHILDR THEIR PRM SCH CHITTENDEN EA, 1972, OPEN EDUCATION SOURC, P360 CLINE MG, 1974, EDUCATION EXPERIME A, V1 DEAN J, 1972, INFORMAL SCH BRITAIN FEATHERSTONE J, 1971, NEW REPUBLIC 0925, P17 FEATHERSTONE J, 1971, NEW REPUBLIC 0911, P20 FLURRY RC, 1972, OPEN EDUCATION SOURC, P102 Glaser R., 1971, ED MEASUREMENT, P625 GRANNIS JC, 1973, OECO710593 CONTR GROSS B, 1970, SATURDAY REV 0516 HAWES GR, 1974, NATIONS SCH JUN, P33 ISAACS N, 1965, PIAGET SOME ANSWERS ISAACS S, 1963, CHILDREN WE TEACH KARLSON AL, 1972, THESIS U CHICAGO KARLSON AL, 1973, FEB AERA M NEW ORL KATZ LG, 1973, CURRENT RESEARCH PER PIDGEON DA, 1972, INFORMAL SCH BRITIAN ROGERS V, 1970, TEACHING BRIT PRIMAR RUEDI J, 1972, ED066217 ERIC DOC SCHEINER L, 1969, EVALUATION PILOT PRO SHAPIRO E, 1973, SCH REV AUG, P532 SOAR RS, 1972, EARLY CHILDHOOD ED, P229 STALLINGS J, 1974, AUG EARL CHILDH C EV STALLINGS JA, 1973, FOLLOW THROUGH PROGR STODOLSKY SS, 1975, TESTING EVALUATION N, P13 STODOLSKY SS, 1972, RETHINKING URBAN EDU, P77 Walker D. K., 1973, SOCIOEMOTIONAL MEASU WEBER L, 1971, ENGLISH INFANT SCH I WELCH LR, 1973, BIENNIAL SRCD M PHIL ZIMILES H, 1973, JUN MINN ROUND TABL TC 0 Z9 0 SN 0031-7217 PY 1975 VL 57 IS 2 BP 113 EP 117 UT WOS:A1975AR99200014 ER PT J AU SUN, HC AF SUN, HC TI REACTION TO IS OPEN EDUCATION A FAD SO PHI DELTA KAPPAN CR HECHINGER F, 1975, SATURDAY REV 0111, P58 HOOK S, 1971, PAPERS EDUCATIONAL R, P133 *MD OFF SUP SCH MO, 1974, STAT REP LEL JUN HIG PETERSON I, 1975, NY TIMES 0115, P91 SILBERMAN CE, 1970, CRISIS CLASSROOM, P332 SULLIVAN J, 1974, ELEMENTARY SCH J MAY 1930, NEW REPUBLIC 0709 TC 0 Z9 0 SN 0031-7217 PY 1975 VL 57 IS 2 BP 118 EP 119 UT WOS:A1975AR99200015 ER PT J AU WELLS, MC AF WELLS, MC TI OPEN EDUCATION AND AMERICAN SCHOOL - BARTH,RS SO EDUCATIONAL FORUM CR BARTH RS, 1974, OPEN EDUCATION AM SC TC 0 Z9 0 SN 0013-1733 PY 1975 VL 39 IS 4 BP 496 EP 497 DI 10.1080/00131727509339114 UT WOS:A1975BJ85800012 ER EF