Open World Learning
Research, Innovation and the Challenges of High-Quality Education
Herausgeber: Rienties, Bart; Scanlon, Eileen; Hampel, Regine
Open World Learning
Research, Innovation and the Challenges of High-Quality Education
Herausgeber: Rienties, Bart; Scanlon, Eileen; Hampel, Regine
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This book provides state-of-the-art contemporary research insights into key applications and processes in open world learning. Open world learning seeks to understand access to education, structures, and the presence of dialogue and support systems
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This book provides state-of-the-art contemporary research insights into key applications and processes in open world learning. Open world learning seeks to understand access to education, structures, and the presence of dialogue and support systems
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 280
- Erscheinungstermin: 25. September 2023
- Englisch
- Abmessung: 234mm x 156mm x 16mm
- Gewicht: 422g
- ISBN-13: 9781032010922
- ISBN-10: 1032010924
- Artikelnr.: 68711838
- Verlag: Taylor & Francis
- Seitenzahl: 280
- Erscheinungstermin: 25. September 2023
- Englisch
- Abmessung: 234mm x 156mm x 16mm
- Gewicht: 422g
- ISBN-13: 9781032010922
- ISBN-10: 1032010924
- Artikelnr.: 68711838
Bart Rienties is Professor of Learning Analytics and the Institute of Educational Technology at the Open University, UK. Regine Hampel is Professor of Open and Distance Language Learning at the Open University, UK, and Associate Dean (Research) in the Faculty of Wellbeing, Education and Language Studies. Eileen Scanlon is the Regius Professor of Open Education and Associate Director of Research and Innovation at the Institute of Educational Technology, Open University and an Honorary Professor at the Centre for Digital Education, University of Edinburgh, UK. Denise Whitelock is Professor of Technology Enhanced Assessment and Learning at the Open University, UK and Director of the Institute of Educational Technology.
1. Introduction. 2. Powers and Limitations of open world learning:
Experiences from the Field of Education. Part 1 Learners and the power of
language in an Open World. 3. Digital stories in science: the role of story
sequencing. 4. Can WhatsApp facilitate interaction? A case study of adult
language learning. 5. First steps towards self-regulated learning: Setting
goals in MOOCs. 6. Discourse practices in MOOC discussions: A corpus
linguistic approach. 7. Simplification of Open Educational Resources in
English: Exploring its effect on text processing of non-native English
speakers. 8. Culturally-adaptive learning design - A mixed-method study of
cross-cultural learning design preferences in MOOCs. Part 2 Innovative
technologies in an Open World . 9. Accessibility in MOOCs: the
stakeholders' perspectives. 10. Internet kiosks in Uganda: A window of
opportunities? 11. Eliciting students' preferences for the use of their
data for learning analytics: A crowdsourcing approach. 12. Measuring player
creativity in digital entertainment games using the Creativity in Gaming
Scale. 13. Incorporating student opinion into opinion mining: A student
sourced sentiment analysis classifier. Part 3 Educators and inclusive
practice in an Open World. 14. Informing learning design in online
education using learning analytics of student engagement. 15. UDL and its
implications in MOOC accessibility evaluation. 16. Antecedents and
consequences of uncertainties perceived by finance professionals. 17. The
identity trajectories of older academics: workplace affordances and
individual subjectivities. 19. Reflecting on the main findings and
practical applications
Experiences from the Field of Education. Part 1 Learners and the power of
language in an Open World. 3. Digital stories in science: the role of story
sequencing. 4. Can WhatsApp facilitate interaction? A case study of adult
language learning. 5. First steps towards self-regulated learning: Setting
goals in MOOCs. 6. Discourse practices in MOOC discussions: A corpus
linguistic approach. 7. Simplification of Open Educational Resources in
English: Exploring its effect on text processing of non-native English
speakers. 8. Culturally-adaptive learning design - A mixed-method study of
cross-cultural learning design preferences in MOOCs. Part 2 Innovative
technologies in an Open World . 9. Accessibility in MOOCs: the
stakeholders' perspectives. 10. Internet kiosks in Uganda: A window of
opportunities? 11. Eliciting students' preferences for the use of their
data for learning analytics: A crowdsourcing approach. 12. Measuring player
creativity in digital entertainment games using the Creativity in Gaming
Scale. 13. Incorporating student opinion into opinion mining: A student
sourced sentiment analysis classifier. Part 3 Educators and inclusive
practice in an Open World. 14. Informing learning design in online
education using learning analytics of student engagement. 15. UDL and its
implications in MOOC accessibility evaluation. 16. Antecedents and
consequences of uncertainties perceived by finance professionals. 17. The
identity trajectories of older academics: workplace affordances and
individual subjectivities. 19. Reflecting on the main findings and
practical applications
1. Introduction. 2. Powers and Limitations of open world learning:
Experiences from the Field of Education. Part 1 Learners and the power of
language in an Open World. 3. Digital stories in science: the role of story
sequencing. 4. Can WhatsApp facilitate interaction? A case study of adult
language learning. 5. First steps towards self-regulated learning: Setting
goals in MOOCs. 6. Discourse practices in MOOC discussions: A corpus
linguistic approach. 7. Simplification of Open Educational Resources in
English: Exploring its effect on text processing of non-native English
speakers. 8. Culturally-adaptive learning design - A mixed-method study of
cross-cultural learning design preferences in MOOCs. Part 2 Innovative
technologies in an Open World . 9. Accessibility in MOOCs: the
stakeholders' perspectives. 10. Internet kiosks in Uganda: A window of
opportunities? 11. Eliciting students' preferences for the use of their
data for learning analytics: A crowdsourcing approach. 12. Measuring player
creativity in digital entertainment games using the Creativity in Gaming
Scale. 13. Incorporating student opinion into opinion mining: A student
sourced sentiment analysis classifier. Part 3 Educators and inclusive
practice in an Open World. 14. Informing learning design in online
education using learning analytics of student engagement. 15. UDL and its
implications in MOOC accessibility evaluation. 16. Antecedents and
consequences of uncertainties perceived by finance professionals. 17. The
identity trajectories of older academics: workplace affordances and
individual subjectivities. 19. Reflecting on the main findings and
practical applications
Experiences from the Field of Education. Part 1 Learners and the power of
language in an Open World. 3. Digital stories in science: the role of story
sequencing. 4. Can WhatsApp facilitate interaction? A case study of adult
language learning. 5. First steps towards self-regulated learning: Setting
goals in MOOCs. 6. Discourse practices in MOOC discussions: A corpus
linguistic approach. 7. Simplification of Open Educational Resources in
English: Exploring its effect on text processing of non-native English
speakers. 8. Culturally-adaptive learning design - A mixed-method study of
cross-cultural learning design preferences in MOOCs. Part 2 Innovative
technologies in an Open World . 9. Accessibility in MOOCs: the
stakeholders' perspectives. 10. Internet kiosks in Uganda: A window of
opportunities? 11. Eliciting students' preferences for the use of their
data for learning analytics: A crowdsourcing approach. 12. Measuring player
creativity in digital entertainment games using the Creativity in Gaming
Scale. 13. Incorporating student opinion into opinion mining: A student
sourced sentiment analysis classifier. Part 3 Educators and inclusive
practice in an Open World. 14. Informing learning design in online
education using learning analytics of student engagement. 15. UDL and its
implications in MOOC accessibility evaluation. 16. Antecedents and
consequences of uncertainties perceived by finance professionals. 17. The
identity trajectories of older academics: workplace affordances and
individual subjectivities. 19. Reflecting on the main findings and
practical applications