The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Designing for educational technology to enhance the experience of learners in distance education: How Open Educational Resources, learning design and Moocs are influencing learning
Scanlon, Eileen · McAndrew, Patrick · O'Shea, Tim

PublishedApril 2015
JournalJournal of Interactive Media in Education
Volume 2015, Issue 1, Pages 1-9

ABSTRACT
The area of learning has a justifiable claim to be a special case in how it can be enhanced or supported by technology. In areas such as commerce and web design the aim is usually to ensure efficiency and support specific actions such as purchasing or accessing information as quickly and easily as possible. Working with technology for the purpose of learning, the user is expected to spend time facing challenges, struggling through them and in almost every case the interaction with the technology is only one of many influences in achieving success. This does not mean that computing and the Internet has not had a major impact on how we learn and the choices available to learners. On the contrary, the area of formal learning is undergoing a period of rapid change, and the barriers between formal and informal learning are showing signs of falling away, in part due to the changes in the access to information or alternative modes of delivery. The influence of technology on pedagogy (the manner or structure of teaching) is complex. There is relatively little direct research on the ways that technological possibilities and the pedagogical response to these operate to benefit the lifelong learner. In this article we are bringing together the evidence from strands of research based on work in online and distance learning in formal settings, and also on open and free online education, which is often less formal. This research sheds light on several factors relevant to the outcomes of instruction: the often unpredictable motivations of learners, the trajectories they take through courses, and the indicators for success in formal and informal learning, in terms of both pedagogy and technology. We present the outcomes of practical endeavours to widen access to education using technology which indicate that open education is offering alternative ways of supporting learners. These suggest a focus on design decisions that can help integrate the process of learning more closely with ways in which online systems currently support learning and the data that can be used to interpret how well those designs are working.

Keywords learning analytics · learning design · Open Educational Resources · technology enhanced learning

ISSN1365-893X
Accession number102155020
RefereedYes
Rightsby/3.0
DOI10.5334/jime.al
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
368-2814-1-PB.pdf · 364.4KB13 downloads



Viewed by 20 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

An open future for higher education
McAndrew, Patrick; Scanlon, Eileen; Clow, Doug
Key Takeaways As the world becomes more open, universities have the opportunity to embrace openness in how they carry out their operations, teaching, and research. Open educational resources can provide the catalyst ...
Match: Scanlon, Eileen; McAndrew, Patrick

The role of CSCL pedagogical patterns as mediating artefacts for repurposing Open Educational Resources
Conole, GrĂ¡inne; McAndrew, Patrick; Dimitriadis, Yannis; Pozzi, Francesca; Persico, Donatella
Designing effective CSCL processes is a complex task that can be supported by existing good practices formulated as pedagogical patterns. From a cultural historical activity theory (CHAT) perspective previous research ...
Match: McAndrew, Patrick; learning design; Open Educational Resources

Developing a strategic approach to MOOCs
Ferguson, Rebecca; Scanlon, Eileen; Harris, Lisa
During the last eight years, interest in massive open online courses (MOOCs) has grown fast and continuously worldwide. Universities that had never engaged with open or online learning have begun to run courses in these ...
Match: Scanlon, Eileen; learning design

Innovating pedagogy 2013: Open University innovation report 2
Sharples, Mike; McAndrew, Patrick; Weller, M.; Ferguson, Rebecca; et al.
This second report updates proposes ten innovations that are already in currency but have not yet had a profound influence on education including: -Badges to accredit learning -Citizen inquiry -Crowd Learning -Digital ...
Match: McAndrew, Patrick; learning analytics

Accessibility of MOOCs: Understanding the provider perspective
Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey; Coughlan, Tim
Massive Online Open Courses (MOOCs) have become an accepted way to make learning opportunities available at large scale and with low cost to the learner. However, only if these are made accessible will they be able to ...
Match: McAndrew, Patrick; learning design

Learning from open design: Running a learning design MOOC
McAndrew, Patrick; Koskinen, Tapio; Mor, Yishay
Massively Open Online Courses (MOOCs) give an opportunity for providing access to subjects of mass interest but also allow more niche subjects (Beavon, Commas- Quinn, de los Arcos & Hauck, 2013) to reach a larger ...
Match: McAndrew, Patrick; learning design

Scholarship in the digital age: Open educational resources, publication and public engagement.
Scanlon, Eileen
This paper explores the impact of the digital age on the work life of academics and reports research on how and whether technologies are facilitating and adapting the teaching and research practices of academics, ...
Match: Scanlon, Eileen; Open Educational Resources

Inspiring creativity in organisations, teachers and learners through Open Educational Resources
McAndrew, Patrick
The design of educational material has a history of allowing people to present an individual expert view (the researcher as academic teacher) and a published base of knowledge (the academic teacher as text book writer). ...
Match: McAndrew, Patrick; Open Educational Resources

Defining openness: updating the concept of "open" for a connected world
McAndrew, Patrick
The release of free resources by the education sector has led to reconsideration of how the open approach implied by Open Educational Resources (OER) impacts on the educator and the learner. However this work has tended ...
Match: McAndrew, Patrick; Open Educational Resources

Open educational resources in support of science learning: Tools for inquiry and observation
Scanlon, Eileen
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 ...
Match: Scanlon, Eileen; Open Educational Resources