ABSTRACT

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. It explores how the application of open world and educational technologies can be used to create opportunities for open and high-quality education.

Presenting ground-breaking research from an award winning Leverhulme doctoral training programme, the book provides several integrated and cohesive perspectives of the affordances and limitations of open world learning. The chapters feature a wide range of open world learning topics, ranging from theoretical and methodological discussions to empirical demonstrations of how open world learning can be effectively implemented, evaluated, and used to inform theory and practice. The book brings together a range of innovative uses of technology and practice in open world learning from 387,134 learners and educators learning and working in 136 unique learning contexts across the globe and considers the enablers and disablers of openness in learning, ethical and privacy implications, and how open world learning can be used to foster inclusive approaches to learning across educational sectors, disciplines and countries.

The book is unique in exploring the complex, contradictory and multi-disciplinary nature of open world learning at an international level and will be of great interest to academics, researchers, professionals, and policy makers in the field of education technology, e-learning and digital education.

The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

chapter Chapter 1|12 pages

Introduction to open world learning

Research, innovation and the challenges of high-quality education
ByBart Rienties, Regine Hampel, Eileen Scanlon, Denise Whitelock
Size: 0.19 MB

chapter Chapter 2|14 pages

Powers and limitations of open world learning

Experiences from the field of education
ByBart Rienties
Size: 0.45 MB

part Part I|89 pages

Learners and the power of language in an Open World

chapter Chapter 3|15 pages

Digital stories in science

The role of story sequencing
ByPopi Anastasiou
Size: 1.44 MB

chapter Chapter 4|19 pages

Can WhatsApp facilitate interaction? A case study of adult language learning

ByDimitrios Vogiatzis, Koula Charitonos, Korina Giaxoglou, Tim Lewis
Size: 5.10 MB

chapter Chapter 5|13 pages

First steps towards self-regulated learning

Setting goals in MOOCs
ByBarbara Conde Gafaro
Size: 0.16 MB

chapter Chapter 6|13 pages

Discourse practices in MOOC discussions

A corpus linguistic approach
ByShi Min Chua
Size: 0.54 MB

chapter Chapter 7|14 pages

Simplification of open educational resources in English

Its effect on text processing of English learners
ByIrina Rets, Ursula Stickler, Tim Coughlan, Lluisa Astruc
Size: 0.16 MB

chapter Chapter 8|13 pages

Culturally adaptive learning design

A mixed-methods study of cross-cultural learning design preferences in MOOCs
BySaman Rizvi, Bart Rienties, Jekaterina Rogaten, René Kizilcec
Size: 0.48 MB

part Part II|69 pages

Innovative technologies in an Open World

chapter Chapter 9|12 pages

Accessibility in MOOCs

The stakeholders' perspectives
ByFrancisco Iniesto, Patrick McAndrew, Shailey Minocha, Tim Coughlan
Size: 0.23 MB

chapter Chapter 10|13 pages

Internet kiosks in Uganda

A window of opportunities?
ByKhadija Mohamud, Alison Buckler, Beck Pitt, Peter Twining
Size: 0.13 MB

chapter Chapter 11|13 pages

Eliciting students' preferences for the use of their data for learning analytics

A crowdsourcing approach
ByMaina Korir, Sharon Slade, Wayne Holmes, Bart Rienties
Size: 0.30 MB

chapter Chapter 12|14 pages

Measuring player creativity in digital entertainment games using the Creativity in Gaming Scale

ByJohanna Hall, Christothea Herodotou, Ioanna Iacovides
Size: 0.39 MB

chapter Chapter 13|15 pages

Incorporating student opinion into opinion mining

A student-sourced sentiment analysis classifier
ByGarron Hillaire, Bart Rienties, Mark Fenton-O’Creevy, Zdenek Zdrahal, Dirk Tempelaar
Size: 0.20 MB

part Part III|86 pages

Educators and inclusive practice in an Open World

chapter Chapter 14|19 pages

Informing learning design in online education using learning analytics of student engagement

ByQuan Nguyen, Bart Rienties, Denise Whitelock
Size: 0.43 MB

chapter Chapter 15|17 pages

UDL and its implications in MOOC accessibility evaluation

ByFrancisco Iniesto, Garron Hillaire
Size: 0.87 MB

chapter Chapter 16|12 pages

Practitioner's perspective on young children's use of mobile technology

ByPinsuda Srisontisuk
Size: 0.12 MB

chapter Chapter 17|13 pages

Antecedents and consequences of uncertainties perceived by finance professionals

ByVasudha Chaudhari, Allison Littlejohn, Simon Cross
Size: 0.14 MB

chapter Chapter 18|14 pages

The identity trajectories of older academics

Workplace affordances and individual subjectivities
ByGosia Iwaniec-Thompson
Size: 0.21 MB

chapter Chapter 19|9 pages

Reflecting on the main findings and practical applications

ByBart Rienties, Regine Hampel, Eileen Scanlon, Denise Whitelock
Size: 0.17 MB