CALRG Conference 2017
14 June 2017 - 16 June 2017
Meeting Room 1, ground floor, Jennie Lee Building, The Open University, Milton Keynes, UK
Annual conference held at The Open University, Milton Keynes, UK
The 38th annual Computers and Learning Research Group (CALRG) Conference , 14-16 June 2017, Meeting Room 1 of the Jennie Lee Building at The Open University.
Hashtag #CALRG2017 Twitter list of people who have engaged with the hashtag
Day 1: Wednesday 14 June 2017
10.00-10.10 Welcome from Eileen Scanlon
10.10-11.10 Keynote: Siân Bayne, University of Edinburgh
The death of a network: Yik Yak and the value of anonymous social media in universities
11.10-12.10 Mobile learning (Full papers)
- Migrants learning languages using smartphones: tensions between wanting to belong and wanting to learn
- Do children learn from playing Angry Birds? A comparative study of 4- and 5-year-olds
- Where is the learning occurring in mobile learning? Applying systems thinking to a messy situation
12.10-12.45 Lightning talks
- The self as an open educational resource (OER)
- Creativity, flow and learning in online games
- Can technology-enabled learning networks help to achieve practical organisational improvement outcomes?
- Tricky Topics: from training teachers to evaluating innovations
- Creating an online dimension for university rankings
- A European pilot study of a modular assessment system designed to authenticate the authorship of online learners
12.45-13.30 Lunch and posters
13.30-14.10 Learning analytics (part 1) (Full papers)
- Predictive modelling for addressing student attrition in higher education: the case of OU Analyse
- Improving retention of first-year engineering students
14.10-14.50 Accessibility (Full papers)
- The services to support students with disabilities at UNED
- What do MOOC providers think about accessibility?
14.50-15.10 Coffee and posters
15.10-16.30 Best of the rest (Full papers)
- Using Web 2.0 technologies to foster collaborative learning in higher education
- Exploring barriers to participation in open, online learning
- Analysing language learners’ lexical development through new online tools: towards empirically derived Learner Lexical Profiles in English and other languages
- Learning to act in the telepresence classroom: the case of King Lear Online
Day 2: Thursday 15 June 2017
09.30-10.00 Welcome from Eileen Scanlon
10.00-11.00 Keynote: Jennifer Preece, University of Maryland
Biodiversity Citizen Science: New Research Challenges for Human Computer Interaction (HCI)
11.00-11.15 Coffee
11.15-12.15 STEM/Science (Full papers)
- Science learning experiences in citizen inquiry communities
- Remote practical-focused tutorials
- Embedding and sustaining inclusive STEM practices
12.15-12.45 Lightning talks
- Learning in uncertainty – how finance professionals learn
- Study time distribution among learning activities: VLE usage and technology determinants
- Parental perspective on young children’s use of touch-screen technology
- Students’ experiences and perceptions of anxiety in online collaborative learning (OCL)
- Evidence Cafés for developing research and practice
- A comparison of Indian learner experiences on a local and global MOOC platform
- Data-informed learning design for future schools
12.45-13.30 Lunch and posters
13.30-14.30 Keynote – Ben Shneiderman, University of Maryland
The New ABCs of Research: Achieving Breakthrough Collaborations
14.30-15.10 Technology design and children (Full papers)
- Designing technology to increase engagement in education of displaced, war-affected children
- Games-based learning as an effective middle-ground in police training
15.10-15.30 Coffee and posters
15.30-16.30 Learning analytics (Part 2) (Full papers)
- Mixed emotion detection in chat messages – it feels so good and so bad
- Understanding distance learners’ academic and social adjustments: evidence of best practice from a South African context
- Are you driving blindfolded? A longitudinal mediation analysis of learning design, student behavior, and retention
Day 3: Friday 16 June 2017
FutureLearn Academic Network (FLAN) Day
Clouds in this Cloudscape
- A Comparison of Indian Learner Experiences on a Local and Global MOOC Platform (1 comment)
- A European pilot study of a modular assessment system designed to authenticate the authorship of online learners
- Analysing language learners’ lexical development through new online tools: towards empirically derived Learner Lexical Profiles in English and other languages
- Are you driving blindfolded? A longitudinal mediation analysis of learning design, student behavior, and retention
- Automated Evaluation of Comments in a MOOC Discussion Forum (2 comments)
- Beyond MOOCS – A Catalyst for Change
- Biodiversity Citizen Science: New Research Challenges for Human Computer Interaction (HCI) – keynote
- Can technology-enabled learning networks help to achieve practical organisational improvement outcomes? (1 comment)
- Creating an Online Dimension for University Rankings
- Creativity, Flow and Learning in Online Games
- Data-informed Learning Design for Future Schools
- Designing Technology to Increase Engagement in Education of Displaced War-affected Children
- Do children learn from playing Angry Birds? A comparative study of 4 and 5 years old
- Embedding and sustaining inclusive STEM practices (1 comment)
- Evidence Cafés for developing research and practice
- Exploring barriers to participation in open, online learning
- Games-based learning as an effective middle-ground in police training
- High responsibility: the ethics of researching a MOOC about research ethics (4 comments)
- How open should openTEL be? How interdisciplinary?
- How to design for transition: beyond MOOCs
- Identifying and addressing Tricky Topics in OU modules
- Improving retention of first year engineering students
- Investigating Dialogic Learning and Teaching in MOOCs: An Applied Linguistics Approach (1 comment)
- Learning in uncertainty – how finance professionals learn?
- Learning to Act in the Telepresence Classroom: the case of King Lear Online
- Migrants learning languages using smartphones: tensions between wanting to belong and wanting to learn
- Mixed emotion detection in chat messages - it feels so good and so bad
- Parental perspective on young children’s use of touch-screen technology
- Predictive modelling for addressing students’ attrition in higher education: The case of OU Analyse
- Psychometric Analyses of the Expectancy-Value-Cost Scale in Advanced Nanotechnology MOOCs
- Quality Assurance and Innovation: Case Studies of Massive Open Online Courses in UK Higher Education
- Recent trends in MOOC research: from three US conferences
- Remote practical-focused tutorials
- Science Learning Experiences in Citizen Inquiry Communities
- Social Network Analysis of Learning: Application of Significance Tests to Massive Open Online Courses (MOOCs)
- Students’ experiences and perceptions of anxiety in online collaborative learning (OCL)
- Study time distribution among learning activities: VLE usage and Technology determinants
- The death of a network: Yik Yak and the value of anonymous social media in universities (Keynote)
- The New ABCs of Research: Achieving Breakthrough Collaborations (keynote) (1 comment)
- The production of subjectivity through adaptations of assessment at UNED
- The roadmap to emotionally accessible MOOCs
- The self as an open educational resource (OER)
- The services to support students with disabilities at UNED
- Tricky Topics: from training teachers to evaluating innovations
- Understanding distance learners’ academic and social adjustments: evidence of best practice from a South African context
- Using Web 2.0 Technologies To Foster Collaborative Learning in Higher Education
- Visualising Social Learning for Discoverability
- What are the expectations of disabled learners when participating in a MOOC?
- What do educators’ contributions to MOOC discussion areas look like? (2 comments)
- What do MOOC providers think about accessibility?
- Where is the learning occurring in mobile learning? Applying systems thinking to a messy situation.
- Who are the mooc educators and what are their tasks? A multiple case study
Cloudstream
- Show all
- Clouds
- Discussion
- Links
- References
- Extra content
- Remote practical-focused tutorials (eSTEeM Conference 2017)
new embedded content added to the cloud Remote practical-focused tutorials by Jon Rosewell on 16 June 2017 - new embedded content added to the cloud What do MOOC providers think about accessibility? by Rebecca Ferguson on 16 June 2017
- new embedded content added to the cloud Who are the mooc educators and what are their tasks? A multiple case study by Rebecca Ferguson on 16 June 2017
- new embedded content added to the cloud What do educators’ contributions to MOOC discussion areas look like? by Rebecca Ferguson on 15 June 2017
- What are the expectations of disabled learners when participating in MOOCs?
new embedded content added to the cloud What are the expectations of disabled learners when participating in a MOOC? by Rebecca Ferguson on 15 June 2017 - new embedded content added to the cloud The roadmap to emotionally accessible MOOCs by Rebecca Ferguson on 15 June 2017
- new embedded content added to the cloud Social Network Analysis of Learning: Application of Significance Tests to Massive Open Online Courses (MOOCs) by Rebecca Ferguson on 15 June 2017
- new embedded content added to the cloud Quality Assurance and Innovation: Case Studies of Massive Open Online Courses in UK Higher Education by Rebecca Ferguson on 15 June 2017
- new embedded content added to the cloud Psychometric Analyses of the Expectancy-Value-Cost Scale in Advanced Nanotechnology MOOCs by Rebecca Ferguson on 15 June 2017
- new embedded content added to the cloud Investigating Dialogic Learning and Teaching in MOOCs: An Applied Linguistics Approach by Rebecca Ferguson on 15 June 2017
