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27th EDEN annual conference: Genoa, Italy

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Edited by Christopher Douce, Monday, 10 Dec 2018, 11:50

The blog shares some highlights from the EDEN Conference that I attended between 17 and 20 June 2018. (This post is a little bit delayed, since as soon as I returned from the conference, I entered into a very busy period of work) What follows is a brief summary of some of the sessions I attended. I haven’t summarised everything, just the sessions that struck me as being particularly interesting (given my own personal interests and experiences).

EDEN is an abbreviation for the European Distance Education Network and it attended by delegates from distance learning universities in Europe and further afield. My motivation for writing all this is to make a record of some of the themes that were discussed during the conference and have a resource that I can refer back to (plus, it might, incidentally, be of interest to someone).

Pre-conference workshop

The pre-conference workshop was all about an EU funded engineering education project that had the title: planning and implementing an action-based and transnational course in higher engineering education. The project has members from universities in Milan, Warsaw, Norway and Berlin. There was a focus on UN sustainable development goals and creating learning activities to help student work in international teams.

From what I remember, different universities have worked together set up engineering education university modules that taught subjects such as sustainability and entrepreneurship. One of the aims was to try to develop sustainability thinking in education and to develop an awareness of the importance of the notion of the circular economy and ‘sustainable value creation’.

Workshop participants were asked to create a tentative design of a transnational (or international) course that had a particular emphasis on sustainability, and to share the design with all the participants. 

I found this challenging, for two reasons: engineering isn’t my home discipline, and I’m not a student of design or sustainability. This said, our team, which comprised of delegates from Germany, London and Lithuania had a go. 

After the event, I remember my colleagues in the School of Design and Innovation who carry out research into sustainable design and innovation (OU website). I also remembered a module called U116 Environment: journeys through a changing world. Climate change, of course, won’t fix itself. It’s a wicked problem that requires an interdisciplinary and multi-national approach, and one of those disciplines that is very important is, of course, engineering. 

Introductory keynotes

The conference was opened with two keynotes. The first was from Georgi Dimitrov from the European Institute of Technology and Innovation. To get us thinking, a broad number of themes and topics were identified: that careers are changing, that access to higher education can be a challenge, and it is important to retain students and help them to succeed. Other topics included the use of mobile and MOOCs, digital skills and literacy.

The second keynote by Fabrizio Cardinali had the title ‘how the next industrial revolution will disrupt our workplace and skills’. Again, a broad range of themes were introduced, such as intelligent machines, ‘digital transformation’ and the need to ‘upskill vertically’. A personal perspective was that I wasn’t quite sure what to make of it all. Plus, being a former student of artificial intelligence, I always raise an eyebrow whenever the notion of ‘conscious machines’ is suggested. Putting my views to one side, both keynotes certainly got everyone thinking.

New ICT and Media

The first presentation of the New ICT and Media session was by Margret Plank from the German National Library for Science and Technology. Margret’s presentation was entitled ‘Video artefacts for scientific education’ and began with an interesting comment, that “science isn’t finished until it’s communicated”. Scientists and researchers were asked to record video abstracts that are between 3 and 5 minutes which describe the background, methodology and results. The aim of these were to increase public awareness of science and to disseminate research. We were offered some practical tips: tools such as the Davinci video editor or iMove could be used. A popular science video workshop (filmjungle.eu) was also mentioned.

Another presentation from this first session that stood out was called ‘Assessing the Impact of Virtualizing Physical Labs’. Evgenia Paxinou from the Hellenic Open University explained that distance learning students have obvious practical difficulties accessing a science lab. To get around this challenge, Evgenia told us about Onlabs. I noted down that the lab system had three modes: an instruction mode, an evaluation mode a-nd an experimenter mode. Instructors used Skype used with live sessions and an evaluation found that students who used the lab were better prepared, gaining higher scores. Although I don’t know it at all well, this presentation reminded me of the OU's Open STEM Labs.

MOOCs: Latest Concepts and Cases

The MOOC session began with a case study of Open Digital Textbooks, which has been a topic that regularly features in the journal Open Learning (Taylor and Frances website). Mark Brown’s presentation began with a question: are traditional textbooks core to the student learning experience? The aim of the case study was to investigate current and future practice of textbooks in Irish educational practice, looking at advantages and disadvantages, enablers and barriers. Reference to something called the Irish National Digital Repository (NDLR). Another resource that might be of interest to some was called the UKOpenTextbooks case studies (ukopentextbooks.org)

Antonio Moreira Teixeira presented ‘Findings from the Global MOOQ Survey’. MOOQ is an abbreviation for ‘Mooc quality’ and is described as a European Alliance for Quality of Massive Open Online Courses. I also noted that MOOQ is also reference framework for the adoption, design and evaluation of MOOC providers.

The MOOQ survey studied 3 groups: learners, designers and facilitators. An important finding (that echoes other studies) is that the education level of MOOC users is high in comparison to the general population. The study also carried out semi-structured interviews and discovered that designers acknowledge the importance of interaction but also found that learners are more satisfied with their learning experiences than the designers were.

The final presentation I made notes on was called Assessing the Effect of Massive Online Open Courses as Remedial Courses in Higher Education and was by Tommaso Agasisti et al. An important point that was made is that MOOC can be used by students to fill gaps in their education.

Open Educational Resources

OERs is a regular, and an important topic. Les Pang from University of Maryland University College spoke about Effective Strategies for Incorporating Open Educational Resources into the Classroom. Les mentioned familiar topics, such as OER commons, MERLOT, MIT Open Courseware. The reason why OER is important is that it has the potential to save money for students, offers choices, enhances social reputation and enables students to gain a preview of the course materials. On the other hand, key challenges relate to their sustainability (whether they are maintained) and potential resistance in terms of their acceptance. A survey asked students and faculty members about benefits of using OERs. Positive comments (amongst others) included availability and cost. A concern related to the alignment with module objectives. 

Second day: opening keynotes

The first keynote was by, Alan Tait, emeritus Professor of distance learning and development from the OU. The title of Alan’s talk was: open universities: the need for innovation. Alan began with question, asking whether the open university model of the past 50 years was threatened in the next 50 years.

Alan told us that that there were now approximately 60 open universities across 50 countries. The UK OU had been innovative in its vision and mission, application of technologies and use of logistics but there was now increased competition from other universities and the social and political environment in which they exist are changing. He pointed towards new technologies: learning analytics offer promise rather than achievement, some organisations produce MOOCs, and others make use of OERs.

An important question was: how do we reinvent open universities? Embedding ICT and digital potential on a whole institutional basis, developing curriculum for sustainability in all programmes of study, since this is a subject that is relevant in all curriculum areas.

The second keynote was by Teemu Leinonen who spoke about ‘From Non- and Informal Learning to Documented Co-Learning’. I noted down a range of different terms, including an abbreviation called GLAMS, which means Galleries, Libraries, Archives and Museums, which can play a role in both formal and informal learning.

Anthony Camilleri talked about ‘A Blockchain Perspective to Educational Management’. Blockchain was defined as ‘a digital way for people to transfer assets without an intermediary’. Put another way, it is a public, secure, decentralised ledger. One idea is that it might be possible to use Blockchain to keep records of academic achievement, and this is something that is subject to an OU project called Open Blockchain (Open University). During Anthony’s talk, I noted down a mention of something called the Woolf University, which is described as a ‘the first blockchain university’. I’m very sceptical about this, since notions of community, belonging and brand are perhaps even more important than technology alone. Plus, there are issues of national and discipline based accreditation that need to be considered.

The final talk was by Joe Wilson, who presented: Open Education in Policy and Practice - a UK Perspective. Joe mentioned the Association of Learning Technology (ALT website) and its aim to ‘increase the impact of learning technology for public benefit’. Joe also mentioned an Open Educational Resources conference (OER18) and the JISC Digital Capabilities project, which I’ve mentioned in an earlier blog about associate lecturer professional development.

Learning Theory and Implementation Practice

Paul Prinsloo from the University of South Africa presented Organisational Factors on Implementing Learning Analytics. I noted down different types of data: descriptive, diagnostic, and predictive analytics. Paul mentioned that learner data can be incomplete and provisional, plus there are links to the theme of the conference: there are macro-societal factors that can influence the data, as well as institutional factors. I also noted that there was a reference to a paper that was written by some colleagues: Research Evidence on the Use of Learning Analytics: Implications for Education Policy.

Sue Watling from the University of Hull presented Connect or Disconnect: Academic Identity in a Digital Age. Key points of this talk included the importance of building confidence of users to create digital fluency. I noted down that there was a reference to the TPAC model of teaching and pedagogy.

The final session was by Paula Shaw who presented: A Practice Orientated Framework to Support Successful Higher Education Online Learning. During Paula’s talk I noted down a few references, including the OU innovating pedagogy report 2017, and the EDUCAUSE New Media Consortium (NMC) Horizon Report

National Digital Education Cases

The first presentation of this session had the title ‘The French Thematic Digital Universities - A 360° Perspective on Open and Digital Learning’, and was presented by Deborah Arnold. The next presentation was by Willem van Valkenbur who presented: A Collaboration & Learning Environment to Enable to be a University Leader in Education Innovation. Willem spoke of moving to a blended learning provision, and a need for a new learning management system to enhance quality and to attempt to unburden teachers. There was a reference to university governance and educational innovation. Some key terms that were used included learning analytics, adaptive earning and peer learning.

Steffi Widera, from the Bavaria Virtual University (BVU) talked about ‘Best Practice for a Network of Higher Education Online’. Steffi described organisational structure, the use of blended learning (which I think were also known as self-contained learning units), and open courses. This session was concluded by Ana Rodriguez-Groba who presented ‘Blended Learning Teaching: The Story of a Social Network with a History’. 

Socio-cultural aspects of digital learning

Mengjie Jiang from the University of Leicester presented: ‘Boundary Crossing: International Students’ Negotiating Higher Education Learning with Digital Tools and Resources’. Mengjie used various methods to study how participants (international graduate students) become familiar with a new educational environment. I noted down the use of institutional VLE systems and social media tools. My understanding is that her research tries to understand a very specific and important moment in time and how perspectives (of learning and of identity) may change.

The next talk, ‘Supporting Learning in Traumatic Conflicts: Innovative Responses to Education in Refugee Camp Environments’ by Alan Bruce and Maria-Antonia Guardiola reminded me of presentations from the previous EDEN conference which also shared case studies of how technology can help migrants. This presentation outlined a case study of from the Greek island of Lesvos.

The final presentation that I will mention is by my OU colleague Lisa Bowers who spoke about a ‘Haptic Prototype Assembly Tool for Non-Sighted, Visually Impaired and Fully Sighted Design Students, Studying at a Distance’. Lisa introduced the subject of haptics by describing its connection to our tactile senses, such as touch (through our skin) and proprioception (an internal feedback to the body where we can instinctively know where their limbs are located). Looking beyond Lisa’s immediate research a big question is whether haptic systems might be useful for students with visual impairments to more directly participate in subjects such as design or architecture.

Training of Digital University Teachers

During this session, I presented: ‘Distance Learning and Teaching: Understanding the Importance of Tuition Observations’. I spoke about a series of focus groups that I had carried out (which are summarised within this blog) and summarised some of the key themes that had emerged from a literature review about teaching observations. I also spoke about the importance of sharing teaching practice; one thing that I learnt from this bit of research was the availability of a really since set of guidelines that had been produced by colleagues who work in the science schools.

Corrado Petrucco presented ‘Activity Theory as Design tool for Educational Projects and Digital Artifacts’. Corrado gave us an introduction to activity theory, describing it as a tool that is ‘able to represent complex relationships and processes’ before going onto describing how students used activity theory with respect to their own education design project. I found this final session especially interesting since activity theory had been used as a tool within a postgraduate education module that I used to teach. 

Closing session

There were a number of speakers who spoke during the closing session of the conference. The first speaker was Sarah-Guri Rosenblit from The Open University of Israel, who presented ‘Distance Education in the Digital Landscape: Navigating between Contrasting Trends’. Some of the trends (and tensions) were: national and international priorities, industrial and digital needs, the differences between competition and collaboration, and the use of open education resources and MOOCs. I noted that there some challenges: languages and academic cultures. An important phrase I noted down was: “distance education and e-learning are not the same thing”. Echoing Alan’s earlier keynote, I also wrote down the very true observation that campus universities are now offering distance education. 

The next session was about the future of technology enhanced learning. Topics that were mentioned included data analytics, the potential use of augmented reality, new formats such as SPOCs (a small private online course) and MOOCs, and the idea of microcredentials. The final presenter, the conference rapporteur, highlighted some of the subjects that were featured within the conference, such as migrant education, vocational education, the challenge of inclusion and how technology can be used to contribute to social mobility.

Reflections

This was my second EDEN conference (the first conference was in Jönköping, Sweden), and I was again struck by its scale: there were a lot of presentations and a lot of parallel sessions. Subsequently, there was a lot to take in. One of the things that I really liked about it was the searching questions that there implicit within the keynote talks, such as: if distance learning can be provided by institutions that also offer face to face teaching and learning, will the distance-only university survive? 

My personal opinion is: yes, for two simple reasons. The way that education programmes are designed in the two contexts are different, and the way that students are supported are different too.

Although technology is always likely to be a very important theme within conference such as EDEN, one thing, however, is common between the two different types of institution that I’ve mentioned, and that is the importance and role of people – or, specifically, the educators.

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26th EDEN annual conference: Jönköping, Sweden

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Edited by Christopher Douce, Monday, 14 Aug 2017, 10:47

The 26th Annual EDEN conference was held in Jönköping, Sweden between 13 and 16 June 2017. EDEN is an abbreviation for the European Distance Education Network and it is known as an important conference for those working at distance learning institutions.

What follows is a summary of my own experience of visiting EDEN for the first time. Since EDEN was a big conference and there were many different parallel sessions, different delegates have had very different experiences to my own. Also, what I report is likely to be influenced by my own personal interests and my own institutional perspective as an employee of The Open University. This summary has been created from a set of notes that I have made during the difference conference sessions I have attended.

Day 1: Pre-conference workshop

Since I arrived at the conference early, I was able to attend a pre-conference workshop. This workshop focussed on TEL, or Technology Enhanced Learning. An important challenge is that the term TEL is very broad and can be interpreted differently by different practitioners. It is also linked to other familiar terms such as computer assisted learning, networked learning and the principle that it can have a transformative effect on teaching and learning. TEL is also related to ideas about making learning possible through technology, and increasing the reach of education. As well as debates about how distance learning universities can promote, support and facilitate TEL, delegates were introduced to the EDEN network of academics and professionals.

Day 2: Welcome and Keynote

After a small number of welcome speeches, we were treated to three keynote presentations. The first keynote was by Stefan Hratinski from the KTH Royal Institute of Technology, Sweden. The title of Stefan’s presentation was: online learning in one-to-one relationships.

Stefan’s made the point that the traditional one-to-many lectures have been subject to necessary criticism, leading to the point that there are other pedagogic approaches, such as collaborative and connectivist models of learning. A fundamental challenge lies, of course, with how to put these approaches to practice. One argument is that that one-to-one learning can help to develop (or facilitate) collaborative or networked learning. Furthermore, one-to-one learning can be tailored to the needs of individual students.

We were presented with an example. MathCoach is a system where a large number of maths tutors are employed to offer one-to-one tuition for students through a web based platform. The teaching touches on a number of dimensions: the development of cognitive skills, social interaction relating to the math problems, and emotional support. One of the keys to effective tutoring is to ask good questions. Due to the scale, a large corpus of interactions between students and tutors was gathered, enabling the effects of teaching to be assessed.

The second keynote was very different. Manjula Srinivas spoke about ‘diversity and media education in the schools of Mumbi’. Manjula states that in her context, in India, one-to-one teaching is impossible, going on to state that ‘if I go to a class, I teach 150 students’. This comment also implicitly connects to Stefan’s comment about many-to-many teaching and learning. Direct opinions are offered to delegates: ‘the way education has been received has changed; they want to learn through apps; they want to learn through devices’. We were told of resource challenges: there is just not the time to do classroom teaching due to the number of students.

The final keynote of the morning was by Frans Mäyrä, Professor of Interactive Media. Frans is the head of a games research laboratory and a part of his research is to study games as an art form and its role in digital culture. He spoke about the history of games, play as a cultural tradition and the role of games in society. Games, he suggested, also have an important role to play in learning; a game can be a vehicle for ‘stealth learning’. He also introduced me to the term ‘ludic literacy’ which relates to what games are, how play operates, and understanding the diversity of gamers.

Session: Diversity and ICT Enhanced Education in Context

The first session I attended related to the broad but important subject of diversity in education. I chose this session since I teach on a postgraduate module about online accessible education and I felt that a summary of this session might be of interest to some of my students and also be directly relevant to my teaching practice.

The first presentation, by Mohammed Chaib  was entitled ‘ICT supported competence development - What difference does ICT make?’ This presentation was a great first session, since it was packed with familiar and unfamiliar terms that made me think about the direction that the conference was taking. A number of research themes were introduced: leadership, life-long and adult learning, gender, equality and inclusion. These themes were connected to something called the European Certificate in Intergenerational Learning (ECIL). There were direct pointers and connections to pedagogy, such as a reference to problem-based learning, the idea of co-creating knowledge and a clear reference to Vgotsky’s zone of proximal development.

The second presentation was by Henrik Hansson and colleagues from Stockholm University, Sweden, was quite different. Their paper had the title ‘Inclusion and Integration in Sweden: Using Video Chat for New Arrivals in Sweden’. It also had the subtitle: ‘How to Learn Swedish Live with Swedes Online - Easy, Flexible, Informal, Fast, Fun’. In 2016, Sweden accepted over one hundred and ten thousand migrants. Obvious challenges for those new migrants include learning a new language, becoming familiar with customs and navigating public services. An obvious solution is to speak with native Swedish people, but how do you find people who would be happy to chat in a language that is familiar? Drawing on an earlier idea of intergenerational communication, a technological solution is to provide a service that facilitates video discussions through computers and smartphones. One of the notes I made about future directions was about the potential of gamification; a point that reminded me about the importance of effective and well design interaction design. 

The next presentation, entitled ‘Setting the Tone: Developing Effective and Culturally Sensitive Learning Resources to Improve the Integration Process of Migrants in France’, was by Simon Carolan. This presentation echoed the earlier presentation by Hansson due to its emphasis on using technology to support migrants. Simon spoke of a MOOC that has the potential to help with integration by offering information about ‘the theoretical grounding of the French republic’, its society and its culture. Simon spoke about some of the issues and challenges: the politics of assimilation, multiculturalism and bi-culturalism. Also, the importance of the migrant’s point of view was emphasised. The MOOC was provided in both French and English, and the point was made that a MOOC is, of course, one part of a wider strategy. 

Session: Innovative e-Learning Concepts

It would be remiss of me if I didn’t attend a presentation about innovation and e-learning. The first presentation of this session was made by Anne-Marie Gallen with Gerald Evans, colleagues from The Open University. They presented a paper entitled Adaptive Learning as a Tool for Supporting Diverse Students with Threshold Concepts at a Distance.

The next presentation moved towards the subject of mobility. Timothy Read from Universidad Nacional de Educacion a Distancia (UNED) presented Toward a Mobile Open and Social Language Learning Paradigm. Looking at apps for professional language learning. Mobile, Open, Social, Language, Learning MOSLL.

Christina Keller from Jönköping International Business School presented a paper entitled Teacher Roles in a Blended Learning Materials Engineering Master Program. A key point that I noted was ‘I believe we can stop having traditional lectures’ with an emphasis on importance of discussion and the notion of presence. Different types of presence, it was argued, was needed for learning: social presence, teaching presence and cognitive presence.

The final session was also from The Open University. Gerald Evans and Daphne Change presented Collaborative Online Learning at a Distance - a Case Study and Developing the Knowledge Base. Daphne emphasised the scale, mentioning cohorts of 500 students. Importance of effective learning design. Use of tutors to facilitate the discussion of complex issues. To overcome the difficulty of distance learning students being reticent to participate in group work, one approach is to offer direct and clear explanations: collaboration is a key employability skill.

Session: Empowering the Digital Teacher

I chose this session for very practical reasons; a very important aspect of my role is to offer continuing professional development for tutors who provide distance tuition. I felt this session had the potential to offer inspiration about the design of tutor development sessions.

The opening session was entitled ‘“I wish I Had More Time” Mentor Teacher Narratives of Reflective Practice: a Case for Online Mentoring’ was presented by Helen Dorner from the Central European University, Hungary. The presentation centred upon mentoring relationships to support novice teachers, offering a connection to familiar theory, such as Schon’s work about the reflective practitioner.

There were two other notable presentations during this session. Klaus Stiller from the University of Ragensburg, Germany presented ‘Dropout in an Online Training for In-service Teachers’. Factors that could influence drop-out include student background, experience and different perspectives of learning. Points included the importance of motivation, prior knowledge, attitude and levels of student anxiety. There wasn’t one single clear finding suggesting the issue of student drop out is one that is complex.

The final presentation, by Kwok-Wing Lai was about ‘Secondary Teaching at a Distance: a New Zealand Case Study’. Working in higher education, I found a presentation about distance education at another category of education was particularly interesting. Teachers were asked to complete a detailed questionnaire. Teachers were motivated by an opportunity for personal development and altruism but faced institutional pressures and agreed that there was the need for more support. A significant challenge was the building of a good student-teacher relationship, which is an issue that I recognise from my own personal practice.

Day 3: Opening Plenary Session

The plenary session that opened the third day had a very European focus. In addition to presentations about a project about diversity and social engagement and the relationships between patents and public knowledge, Georgi Dimitrov gave a short presentation about EU perspectives on digital education. Georgi emphasises a number of themes and subjects that were important to the conference: the existence of a digital divide, inclusivity and higher education, digital pedagogies and digital makers, the use of open educational resources and the challenge of developing soft skills amongst areas where there is a skills shortage. The audience was left with three points: the need to consolidate and appreciate what has been learnt, the need to build closer ties between researchers, and the need to go beyond rhetoric and to seek and use evidence.

From a personal perspective, I enjoyed Rosie Jones’s presentation. Rosie is the Director of Library Services at The Open University. Her presentation had the title ‘The Open Library’, which relates to the question: what is meant by ‘the library’ to students who are studying at a distance learning university? Rosie emphasised that the library is both a physical building and a digital portal that enables students to gain access to resources and literature that is necessary for effective study. I noted down a comment that there is a connection between more library access and higher student results.

The OU library is an actual physical space that has virtual tours; the physicality of the library is something that can also surprise some students. There is value of a physical space; a visit to a library can engender feelings, but a question is: how can we create similar feelings for distance learners? Amidst Rosie’s talk is the understanding that the roles of libraries are changing; they represent both important learning spaces and a provider of resources and services that facilitate learning. 

Session: E-Learning Policy and Strategy Issues

The first presentation of the strategy session was a synthesis of a set of interviews of vice-chancellors and rectors of European distance learning institutions. Written by former Open Learning editor, Simon Bell, this paper draws on a series of editorials that were presented during 2016 issues of Open Learning.

The other presentations within this session touched on formal decision making strategies, learner analytics, and an analysis of ICT policies in Canadian and Australian secondary education. Working within The Open University school of Computing and Communications, I found this final presentation particularly interesting since it touched on current debates about computing education. A question underpinning this presentation related to the extent to which computing education should relate to algorithmic thinking, problem solving and programming as opposed to practical IT skills. Taking a wider perspective, I can see how this relates to the tensions in the field that relate to professional education (knowing how to do things) and education (gaining the techniques and tools to know how to learn to do things). 

Session: International e-learning Development Cases

Since there was such a choice of sessions, I split my time between two different parallel sessions: the digital learners’ needs and motivation, and MOOC panorama, before moving onto the international e-learning development cases session. I was drawn to this international session since the international dimension of Open Learning is particular important; the sharing of international perspectives allows different institutions to learn from a wider range of experiences.

There were three presentations during this session. The first was by Edith Tapia-Rangel who presented E-Learning and Multiculturality in Mexico. Echoing an earlier session about MOOCs Edith introduced us to an open access module that introduced students a module entitled: what is cultural diversity? The module presented topics such as the history of Mexico and its indigenous people and literature. A key point was that students faced challenges that are familiar to distance learners: family commitments, work challenges, and approaching study from a wide variety of backgrounds. 

Dinara Tutaeva from the Faculty of Distance Learning at the Plekhanov Russian University of Economics offered us a reminder that distance learning and education can take on different forms. Dinara spoke of different groups of learners; offering learning for both young people and for seniors. An approach was to open up the university on a Saturday, and I noted down the ideas of creative weeks, learning excursions and the provision of master classes.

The final talk of this session, ‘Diversity and Digitalization as Vital Key Success Factors for Individualisation of Learning’ was by Christian-Andreas Schumann from the West Saxon University of Zwickau, Germany. Christian-Andreas spoke the idea of how a semantic network might be used to drive a path through a set of digital learning objects. His talk made me think of a project that I used to work on when I worked in industry; my role was to create learning objects and tag the objects with searchable metadata. It was interesting to hear that the terminology I was familiar with was being used in a different context.

Day 4 : Session: Socio-cultural aspects of e-learning

The first presentation of the day was by Catherine Arden from the University of Southern Queensland, Australia. Her presentation had the title ‘From Frontier Learning to Blended Community Learning: A Phenomenography of Informal Learning in Rural Community Informatics’. Catherine’s research used the tools of phenomenography and variation theory to uncover the experiences of a learner within a community. It was a presentation that contained a number of pedagogic and technical terms, such as: learning incentives, work-based learning theory and socio-technical systems.

The next presentation, ‘Diversity: A Blessing or a Curse for Online Collaboration?’ was by Gizeh Perez Tenorio. My instinctive answer to this question was: diversity is a blessing, since problems and issues can be understand more fully since different participants may have different perspectives. 

The final session was given by Kadir Kaya from Middle East Technical University, who studied ‘Research Trends of Instructional Technology Dissertations in Turkey’. Kadir studied the emergence of different topics in the broad field of technology enhanced learning. In some respects, this final presentation echoed the theme that was introduced in the pre-conference session.

Reflections

I enjoyed my first visit to EDEN. I was surprised by the number of delegates, the size of the conference and the breadth of the presentations which touched on very many different aspects of distance teaching and learning. Diversity, in all its different guises, is a really important subject and I’m really glad that the conference organisers chose this as a focus. The personal highlight for me was the contemporary importance of the first session presentations that I attended; they show the extent to which technology can have a very practical use when it comes to facilitating inclusion and understanding.

A criticism lies with some of the keynote presentations. Whilst some presentations clearly achieved the important purpose of tone setting and inspiring thoughts amongst the delegates, I did feel that some of the sessions could have been moved to some of the parallel sessions. I also felt that there was an opportunity to perhaps have a more panel discussions that involved a number of discussants who adopt different and contrasting perspectives.

These things said, EDEN is clearly an excellent conference in terms of getting to know colleagues from a range of different learning institutions. What struck me was the diversity of distance learning models and approaches are used across Europe. In terms of this perspective, the experience of attending EDEN was invaluable.

Note: this conference report was originally written for Open Learning: The Journal of Open, Distance and e-learning. A different version of this article will be submitted to this journal as an official conference report.

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Study Skills Resources: what is available?

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Edited by Christopher Douce, Monday, 19 Mar 2018, 17:07

The Open University provides a lot of study skills resources, but these are scattered across a number of different sites. This blog post is intended to provide a quick 'summary page' of some of the resources that might be useful for anyone is are studying with the OU (or, in fact, studying at any other universities).

Firstly, a book

After enrolling for my first OU module, I was sent a textbook called The Good Study Guide by Andrew Northedge. I didn't ask for this book, and I had never seen this book before. In fact, I was really surprised to get an unexpected book!

I found the time to sit down and read it, and this was time well spent; it offered a wealth of study tips, resources and strategies. The book has a companion website that helps you to get a flavour of what it contains.

If you're an OU student and you don't have this book, then do get a copy. If you're an existing OU student, then do make the time to look over this book time and time again: its really useful.

I think I have once written that I hold the view that if I had learnt about this book during my undergraduate days, I might have got better scores in both my essays and my exams!

Skills for Study: a really useful resource

There are some really useful resources that are available online. I particularly recommend that everyone visits the Open University Skills for Study website.

There are two really useful parts of the site (which is separated into tabs): a section about preparing and writing assignments and another section that is about revision and examinations. The preparing and writing assignments is particularly useful; it offers ideas about how to begin an assignment, to create a draft and think about how to edit what has been written.

There are also a set of downloadable study skills booklets. Key topics include: thinking critically, reading and taking notes, and develop effective study strategies. One particularly useful booklet is: preparing assignments (PDF). It contains some really useful sections are about paraphrasing, quoting and referencing, and improving your written English.

Library resources

The OU library is massive: it enables students to access papers and publications that are about anything and everything. The library have developed a set of useful study skills resources, but these are not very easy to find. 

In the help section, there is a link to a section that is all about Referencing and Plagiarism (OU Library website) it contains a really nice animation that explains things. One thing to remember that plagiarism is a term that can be pretty emotive. A key point is that it's important to make sure that you reference all the sources that you use, and that appropriate referencing does two things (1) it shows your tutor how much you've been reading, and (2) shows how you are becoming familiar with what it means to do academic writing.

A further links leads to something called the avoiding plagiarism pathway (OU being digital). This is one page of a wider set of library resources called Being Digital (OU Library services site) which is all about developing digital literacy skills. These pages contain a set of really useful interactive activities (OU being digital) that aim to develop computing, IT, and digital literacy skills.

The library also provides a link to something called the OU Harvard referencing guide. This shows you how to refer to any kind of resource: books, academic papers, conference proceedings, blogs, news articles and videos. If you're not sure whether you can reference something, do check out the OU Harvard guide; this should offer a bit of useful guidance.

Developing good academic practice

The library resource about Referencing and Plagiarism links to a short course that is called Developing Good Academic Practice (OU DGAP website). Although this is a short resource, it is very useful. It helps you to understand what good academic practice is and why it is important.

English language development and Open Learn resources

Some programmes aim to integrate English language development and skills into their modules; this is what Computing and IT does. Other subjects or programmes are slightly different: there is a module called L185 English for Academic Purposes which some Science students might study. Business studies students might study LB170 Communication skills for business and management.

One really cool thing that the Open University does is make a small percentage of its modules available to everyone for free though a site called OpenLearn (OU OpenLearn website). Up to ten percent of all OU modules may be available through OpenLearn, and it also makes some older modules available too.

Essentially, OpenLearn offers free courses. There are a series of English language skills courses (OpenLearn site) that anyone can access. One course, entitled English: skills for learning looks to be particularly useful. Here's a description:

“This course is for anybody who is thinking of studying for a university degree and would like to develop the English reading and writing skills needed to succeed. You'll be introduced to academic reading and effective note-making strategies. You'll develop your essay writing. You'll look at academic style and vocabulary-building strategies. You'll also enhance your understanding of sentence structure and punctuation. You will learn through a range of engaging activities aimed at extending your existing language skills.”

A more recent Open Learn resource has the title: Am I ready to be a distance learner? The summary to this module says: "will help to boost your confidence. You'll explore useful skills so you can discover how ready you are to study and how to develop your study skills in six steps to become a successful distance learner." Sounds useful!

There are also a range of courses that come under the broad title of 'learning to learn'. One course that jumped out at me as being particularly important was called: Learning to learn: Reflecting backward, reflecting forward; I'm mentioning this since reflective writing is particularly important at higher levels of study.

There's also some more Open Learn resources for postgraduate modules, called Succeeding in postgraduate study; certainly worth a look if your considering taking a MSc.

Resources from other institutions

Students in other universities face exactly the same challenges faced by students in the OU. Since study skills and writing are important issues other universities have developed their own resources. A small sample of what is available is given below. 

One thing to add is: if you're an OU student, do look at the OU resources first before looking elsewhere. It's not that other institutions will offer bad or wrong advice (I always believe that different perspectives can be really useful in terms of understanding things), it's more a matter of terminology: the OU loves its abbreviations and sometimes has a certain way of doing things.

Final thoughts

This post contains link to many different resources and it might feel a bit overwhelming. The trick is to figure out what you need, to consider how you learn, and to then to have a look at some of the resources to see if you find them useful. If you need additional help in figuring out what you need, you should then also consider giving your subject student support team a ring.

Acknowledgements

I would like to thank Tricia Cronin and Ann Matsunaga; I have drawn on some of the links they have provided in their Resource to support students with English as a second language document.

Updated 19 March 2018

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