The effect of multilingual facilitation on active participation in MOOCs Authors:

A new approach for overcoming the language and culture barriers to participation in MOOCs is reported. It is hypothesised that the juxtaposition of English as the language of instruction, used for interacting with course materials, and one’s preferred language as the language of participation, used for interaction with peers and facilitators, is preferable to ‘English only’ for participation in a MOOC. The HANDSON MOOC included seven teams of facilitators, each catering for a different language community. Facilitators were responsible for promoting active participation and peer tutoring. Comparing language groups revealed a series of predictors of intention to learn, some of which became apparent in the first days of the MOOC already. The comparison also uncovered four critical factors that influence participation: facilitation, language of participation, group size, and a pre-existing sense of community. Especially crucial was reaching a sufficient number of active participants during the first week. We conclude that multilingual facilitation activates participation in MOOCs in various ways; and that synergy between the four aforementioned factors is critical for the formation of the learning network that supports a social dynamics of active participation. Our approach suggests future targets for the development of the multilingual and community potential of MOOCs.

Availability and Use of Audiovisual and Electronic Resources by Distance Learning Students in Nigerian Universities: a Case Study of National Open University of Nigeria (NOUN), Ibadan Study Centre

This study investigated the availability and use of audiovisual and electronic resources by distance learning students at the National Open University of Nigeria (NOUN). A questionnaire was administered tothe distance learning students selected across the various departments of the NOUN. The findings revealed that even though NOUN made provision for audiovisual and electronic resources for students' use, a majority of the audiovisual and electronic resources are available through personal provision by the students.The study also revealed regular use of audiovisual and electronic resources by the distance learning students. Constraints on use include poor power supply, poor infrastructure, lack of adequate skill, and high cost of access.

Training for professional librarians in Slovakia by distance-learning methods: an overview of the PROLIB and EDULIB projects

Tedd, L.A., Dahl, K., Francis, S.,Tet?evov?, M.& ?ihlavn?kov?, E.(2002).Training for professional librarians in Slovakia by distance-learning methods: an overview of the PROLIB and EDULIB projects. Library Hi Tech, 20(3), 340-351. Sponsorship: European Union and the Open Society Institute

Issues and innovations in distance learning /

"September 1998"--T.p. verso.

Managing open incremental process innovation : absorptive capacity and distributed learning

In this conceptual article, we extend earlier work on Open Innovation and Absorptive Capacity. We suggest that the literature on Absorptive Capacity does not place sufficient emphasis on distributed knowledge and learning or on the application of innovative knowledge. To accomplish physical transformations, organisations need specific Innovative Capacities that extend beyond knowledge management. Accessive Capacity is the ability to collect, sort and analyse knowledge from both internal and external sources. Adaptive Capacity is needed to ensure that new pieces of equipment are suitable for the organisation's own purposes even though they may have been originally developed for other uses. Integrative Capacity makes it possible for a new or modified piece of equipment to be fitted into an existing production process with a minimum of inessential and expensive adjustment elsewhere in the process. These Innovative Capacities are controlled and coordinated by Innovative Management Capacity, a higher-order dynamic capability.

Solo life to Second Life : the design of physical and virtual learning spaces inspired by the drama classroom

This paper explores the design of virtual and physical learning spaces developed for students of drama and theatre studies. What can we learn from the traditional drama workshop that will inform the design of drama and theatre spaces created in technology-mediated learning environments? The authors examine four examples of spaces created for online, distance and on-campus students and discuss the relationship between the choice of technology, the learning and teaching methods, and the outcomes for student engagement. Combining insights from two previous action research projects, the discussion focuses on the physical space used for contemporary drama workshops, supplemented by Web 2.0 technologies; a modular online theatre studies course; the blogging space of students creating a group devised play; and the open and immersive world of Second Life, where students explore 3D simulations of historical theatre sites. The authors argue that the drama workshop can be used as inspiration for the design of successful online classrooms. This is achieved by focusing on students’ contributions to the learning as individuals and group members, the aesthetics and mise-en-scene of the learning space, and the role of mobile and networked technologies. Students in this environment increase their capacity to become co-creators of knowledge and to achieve creative outcomes. The drama workshop space in its physical and virtual forms is seen as a model for classrooms in other disciplines, where dynamic, creative and collaborative spaces are required.

Building the computer mediated distance learning community: Issues and observations drawn from teaching and learning

This paper discusses computer mediated distance learning on a Master's level course in the UK and student perceptions of this as a quality learning environment.

Transnational distance education : cultural and quality considerations

There have now been two decades of rhetoric on the need for culturally and contextually appropriate perspectives in international education. However, the extent to which courses, provision and pedagogy have truly reflected differences in cultural characteristics and learning preferences is still open to question. Little attention has been paid to these matters in quality assurance frameworks. This chapter discusses these issues and draws upon Hofstede’s cultural dimensions framework and studies into Asian pedagogy and uses of educational technology. It proposes a benchmark and performance indicators for assuring cultural, contextual, educational and technological appropriateness in the provision of transnational distance education in Asia by Australian universities.

Essex Adult Community Learning: PTLLS for distance and blended learning

Funded by the LSIS Excellence and Improvement Fund, Essex Adult Community Learning has produced a distance/blended learning resource on CD-Rom for tutors in the post-16 sector to achieve the City & Guilds PTLLS (7303 Preparing to Teach in the Lifelong Learning Sector) at Level 4. The aim of the resource is to improve teaching and learning by providing a flexible way to access initial teacher training where candidates may otherwise find it difficult or impossible to attend a taught course. It is also intended to increase tutors' own e-learning skills.

An Open and Social Spaced Repetition System for Language Learning

In the last decades big improvements have been done in the field of computer aided learning, based on improvements done in computer science and computer systems. Although the field has been always a bit lagged, without using the latest solutions, it has constantly gone forward taking profit of the innovations as they show up. As long as the train of the computer science does not stop (and it won’t at least in the near future) the systems that take profit of those improvements will not either, because we humans will always need to study; Sometimes for pleasure and some other many times out of need. Not all the attempts in the field of computer aided learning have been in the same direction. Most of them address one or some few of the problems that show while studying and don’t take into account solutions proposed for some other problems. The reasons for this can be varied. Sometimes the solutions simply are not compatible. Some other times, because the project is an investigation it’s interesting to isolate the problem. And, in commercial products, licenses and patents often prevent the new projects to use previous work. The world moved forward and this is an attempt to use some of the options offered by technology, mixing some old ideas with new ones.

Developing and Validating Distance Learning Awards Guidance Document (MMU)

The principal purpose of this document is to assist programme teams throughout the development process when they are considering the development or review of a route through the award where it will be delivered wholly, or primarily, via online distance learning. Please note that this document is current as of Sept 2015 but it is considered to be an evolving document and is updated/tweaked from time to time.

Unlocking the technology-mediated learning process : insights and articulating actions for an institutional approach

This paper is part of the results from the project "Implementation Strategies and Development of an Open and Distance Education System for the University of the Azores" funded by the European Social Fund. http://hdl.handle.net/10400.3/2327

Las tecnologías de la información y la comunicación en los procesos de orientación para el estudio a distancia. 'Ict in the orientation processes for distance learning'.

Resumen tomado de la publicación. Con el apoyo económico del departamento MIDE de la UNED. Incluye anexos

Issues in design, creation and production of distance-learning resources. 'Cuestiones en el diseño, creación y producción de recursos para la enseñanza a distancia'.

Resumen basado en el de la publicación

Higher Education: Understanding the impact of distance learning mode on user information assimilation and satisfaction

There is increasing pressure to capture of video within Higher Education. Although much research has looked at how communication technologies enhance information transfer during playback of video, consideration of technical issues seems incongruous if we do not consider how presentation mode affects information assimilated by, and satisfaction of, learners with a range of individual differences, and from a range of different backgrounds. This paper considers whether a relationship exists between the media and presentation mode used in recorded content, and the level of information assimilation and satisfaction perceived by learners with a range of individual differences. Results aim to inform learning practitioners whether generic delivery is justified, or whether tailoring content delivery enhances the experience of specific learner groups.