Open World Learning

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