Open and Inclusive Educational Practice in the Digital World

1. Front Matter

   Pages i-xvi

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2. Analytics-Driven Perspectives

   1. Front Matter

      Pages 1-1

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   2. Behavioral Patterns and Learner Interactions in Enterprise MOOCs

      • Marc Egloffstein, Muhittin Şahin, Max Bothe, Nathanael Schenk, Florian Schwerer, Dirk Ifenthaler

      Pages 3-14

   3. The Smart MOOC Integrated with Intelligent Tutoring: A Case Study

      • Gizem Karaoğlan Yılmaz, Mustafa Tepgeç, Cennet Terzi Müftüoğlu, Sema Sulak, Muhittin Şahin, Furkan Aydın et al.

      Pages 15-27

   4. Incorporating Time in Dispositional Learning Analytics Models

      • Dirk Tempelaar

      Pages 29-45

   5. The GoalTrees Hierarchical Goal-Setting Intervention for Higher Education

      • Felix Weber, Mae Grenz, Jana Kernos, Jueun Lee

      Pages 47-63

   6. A Learner’s Behavior Model for an E-Learning Hybrid Recommender System

      • Lisa Roux, Thierry Nodenot, Patrick Etcheverry, Pantxika Dagorret, Christophe Marquesuzaa, Philippe Lopisteguy

      Pages 65-81

   7. A User-Focused Approach to Developing a Digital Study Assistant Through a Mixed Method Design

      • Katharina Schurz, Johannes Schrumpf, Felix Weber, Maren Lübcke, Funda Seyfeli-Özhizalan, Klaus Wannemacher

      Pages 83-99

   8. The Effect of Social Closeness on Perceived Satisfaction of Collaborative Learning

      • Shihui Feng, Shuming Qiu, David Gibson, Dirk Ifenthaler

      Pages 101-113

   9. Evaluating the Transposition of a Learning Analytics Dashboard Co-design Tangible Tool to a Digital Tool

      • Katia Oliver-Quelennec, François Bouchet, Thibault Carron, Claire Pinçon

      Pages 115-133

   10. A Comparative Analysis of Approaches to Design and Capitalize Data Indicators

       • Albane Gril, Madeth May, Valérie Renault, Sébastien George

       Pages 135-151

3. Practice-Based Perspectives

   1. Front Matter

      Pages 153-153

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   2. Analyzing Students’ Computational Thinking and Programming Skills for Mathematical Problem Solving

      • Nils Kristian Hansen, Said Hadjerrouit

      Pages 155-173

   3. Development of Students’ Problem-Solving Skills in Primary School Physics Lessons

      • Jörgen Ivar Sikk, Kairit Tammets

      Pages 175-191

   4. Assessing COMPER Environment to Support Self-Regulation During Autonomous Work

      • Laëtitia Pierrot, Christine Michel, Julien Broisin, Nathalie Guin, Marie Lefevre, Rémi Venant

      Pages 193-212

   5. Reflective Teacher Education in the Digital Age

      • Eric Tarantini

      Pages 213-231

   6. Examining of Learners’ Usage in Assessment Management System Which Integrated Adaptive Mastery Testing

      • Muhittin Şahin, Furkan Aydın, Sema Sulak, Cennet Terzi Müftüoğlu, Mustafa Tepgeç, Gizem Karaoğlan Yılmaz et al.

      Pages 233-246

4. Back Matter

   Pages 247-248

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This book is about inclusivity and open education in the digital age. It reports the latest data on this topic from the 2021 Cognition and Exploratory Learning in the Digital Age (CELDA) conference. This annual conference focuses on challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. The material in this book represents the work of both researchers and practitioners in an effort to cover both technological and pedagogical issues in ground-breaking studies. The book covers a wide array of topics examining the deployment of learning technologies, proposing pedagogical approaches and practices to address digital transformation, presenting case studies of specific technologies and contexts and overall debating the contribution of learning technologies for the improvement of the learning process and the experience of students and for the development of key competences. It represents the best work reported during CELDA 2021,  comprising expanded peer reviewed chapters from best papers focusing on open education models, inclusive learning environments and adaptive as well as personalized learning support.

• CELDA
• Technology integration in learning and instruction
• instructional design
• online learning
• blended learning
• educational technology
• educational psychology
• learning environments
• personalisation
• teacher preparation
• educational administration

• Learning, Design and Technology University of Mannheim Mannheim, BW, Germany, UNESCO Deputy Chair on Data Analytics in Higher Education Learning and Teaching, Curtin University, Perth, Australia

  Dirk Ifenthaler

• Department of Digital Systems, University of Piraeus, Athens, Greece

  Demetrios G. Sampson

• Information Systems & Technology Management School (ISTM), The University of New South Wales (UNSW – Sydney),, Sydney, Australia

  Pedro Isaías

Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany and UNESCO Deputy Chair of Data Science in Higher Education Learning and Teaching at Curtin University, Australia. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA. Dirk’s research focuses on the intersection of cognitive psychology, educational technology, data analytics, and organisational learning. His research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers, as well as successful grant funding in Australia, Germany, and USA. He is the Editor-in-Chief of the Technology, Knowledge and Learning, Senior Editor of Journal of Applied Research in Higher Education, and Deputy Editor-in-Chief of International Journal of Learning Analytics and Artificial Intelligence for Education.

 

Pedro Isaías is an associate professor at the Information Systems & Technology Management School of The University of New South Wales (UNSW – Sydney), Australia. Previously he was an associate professor at The University of Queensland, Brisbane, Australia. Before moving to Australia, he was also an associate professor at the Universidade Aberta (Portuguese Open University) in Lisbon, Portugal, where he was responsible for several courses and director of the master degree program in Management / MBA. Pedro was director of the master degree program in Electronic Commerce and Internet for 10 years. He is co-founder and president of IADIS – International Association for Development of the Information Society, a scientific non-profit association. He holds a PhD in Information Management (in the specialty of information and decision systems) from the New University of Lisbon. Author of several books, book chapters, papers and research reports, all in the information systems area, he has headed several conferences and workshops within the mentioned area. He has also been responsible for the scientific coordination of several EU funded research projects. He is also member of the editorial board of several journals and program committee member of several conferences and workshops. Currently he conducts research activity related to MIS in general, and more specifically Learning Technologies, Data Analytics, Business Intelligence, Digital Transformation, e-Business and WWW related areas.

 

Demetrios G. Sampson  is a Professor of Digital Systems for Learning and Education at the Department of Digital Systems, University of Piraeus, Greece, where he serves as Academic Staff since 2001, and a Professor of Learning Technologies at the School of Education, Curtin University, Australia since 2015. He is the co-author of 340 articles in scientific books, journals and conferences, and the editor of 12 books, 32 special issues and 35 international conference proceedings. He has received 10 times Best Paper Award in International Conferences. He has been a Keynote/Invited Speaker/Lecturer in 85 International/National Conferences and/or Postgraduate Programs around the world. He has been project director, principal investigator and/or research consultant in 70 Research and Innovation projects with external funding at the range of 16 M€.  He has supervised 155 honors and postgraduate students to successful completion. He has developed and delivers the first MOOC on the use of Educational Data Analytics by School Teachers (Analytics for the Classroom Teacher), offered by the edX platform which has attracted more than 12000 participants from 160 countries around the world since October 2016.  He served as Editor-in-Chief of one of the first open access journals in educational technology, the Educational Technology & Society Journal, 2003-2018. He has also served or serves as Member of the Steering Committee and/or Advisory and/or Editorial Board of 25 International/National Journals, in various leadership roles in 75 International Conferences and at the Program Committee of 525 International/National Conferences. He is the recipient of the IEEE Computer Society Distinguished Service Award (July 2012) and named a Golden Core Member of IEEE Computer Society in recognition of his contribution to the field of Learning Technologies (January 2013). He is also the recipient of the Golden Nikola Tesla Chain Award of the International Society for Engineering Pedagogy (IGIP) for "International outstanding achievements in the field of Engineering Pedagogy" (September 2018)