CALRG Conference 2017

Clouds in this Cloudscape

• A Comparison of Indian Learner Experiences on a Local and Global MOOC Platform
• 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
• 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?
• 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
• 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 (1 comment)
• 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
• 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)
• 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?
• 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