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- Creelman, Alastair, 1958-, et al.
(author)
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The Nordic Alliance for Open Education - State of the art, challenges and opportunities
- 2013
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In: <em>The Joy of Learning</em> <em>Enhancing Learning Experience - Improving Learning Quality</em>. - Oslo : European Distance and E-Learning Network. - 9789638955937
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Conference paper (other academic/artistic)abstract
- Are the Nordic countries forerunners in Open Education? What is the state of the art, barriersand opportunities of Open Education in the Nordic countries? What are necessary actions onpolicy, institutional and individual levels? These are the main questions of this paper.Open Educational Resources are discussed widely on a global, European and even Nordiclevel. UNESCO, which has coined the term Open Educational Resources (OER) some 10 yearsago, published in June 2012 a global agenda for OER, the Paris Declaration (adopted by OERWorld Congress). The Declaration shows the importance of Open Educational Resources andgives recommendations to governments and institutions around the globe. The EuropeanUnion has started a large-scale initiative on “Opening Up Education”(http://ec.europa.eu/dgs/education_culture/documents/consult/open_en.pdf).The concept of OER seems promising, potentially leading to educational collaborations,having potential for stimulating innovation in education, reducing cost of education, andbroadening access to education for all. However, the awareness on the opportunities of usingOERs is still low in the Nordic countries. In contrast to Open Access (for publications) orOpen Source (for software development), OER are not yet broadly known and accepted /adopted. It is highly necessary to combine the initiatives and ideas of open approaches. This isthe case at a user level as well as on policy level (see also Clements & Pawlowski, 2012).Therefore, it is important to promote OER to governments at all levels as well as toinstitutions.The Nordic countries seem to be a good ground for openness and sharing: the Nordiccountries share many values related to education and technology development; the political and governmental institutions are quite similar – there is also a tradition for exchange ofknowledge and solutions between the countries.In this paper, we briefly give an introduction to OER and reflect on the state if the art of OpenEducation in the Nordic countries. In expert workshops by the Nordic Open EducationAlliance, barriers and possible interventions to overcome them were explored. Based on these,we formulate recommendations as well as propose implementation actions. This study isbased on a position paper from the Nordic Open Education Alliance(http://www.nordlet.org/?=position).
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| 2. |
- Göransson, Stefan, et al.
(author)
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Automatised examination of programming courses : design, development and evaluation of the autoexam online system
- 2013
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In: The joy of learning. - : European Distance and E-Learning Network. - 9789638955937 ; , s. 625-632
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Conference paper (peer-reviewed)abstract
- Traditional hand-written exams are still the main assessment method in programming courses at Swedish universities. Several conducted research studies indicates that computer based examination is a more natural environment for student examination and that the most authentic form of examination for programming courses should be to solve problems at a computer. The aim of this study is to describe the development of the web-based AutoExam system and discuss how the software system might contribute to modern programming education. AutoExam is designed and deployed as an online system and the artefact is constructed by using the Python programming language and the Django framework with a three folded Model-View-Controller division. As a main approach for this study methods defined in Design Science to be able to cover all the phases in the design, implementation, evaluation and communication of the AutoExam software artefact. The implemented automatised assessment system was evaluated in test examination by students with basic skills in the Python programming language. Semi-structured interviews were conducted with two programming teachers at the Department of Computer and Systems Sciences at the Stockholm University. Answers from the students’ tests were analysed by using the One-Way Anova analysis method. The results were insignificant but showed a slightly better result for answers that were generated in the AutoExam environment. Both the interviewed teachers posit that there are positive aspects of computer generated examination answers both from the teachers’ and the students’ point of view. Our recommendation is that the kind of automatised examination of programming skills that is described in this article ought to be tested and evaluated in larger student groups and during longer time than what has been done in this limited study.
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| 3. |
- Jurkovic, Rahela, et al.
(author)
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How to keep learners motivated and excited in technology enhanced learning
- 2013
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In: The Joy of Learning. Enhancing Learning Experience - Improving Learning Quality. - 9789638955937 - 9781627489638 ; , s. -156
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Conference paper (peer-reviewed)abstract
- In the 21st century there have been several reports on students’ lack of engagement and academic motivation and that motivation is a prime key to academic success. The aim of the article is to describe and discuss how some selected models for motivation of students/adult learners can be applied in contemporary technology enhanced learning. The main approach in this article is the case study strategy where a case study is defined as an empirical inquiry investigating real world contemporary phenomena (Yin, 1989). The case study consists of three embedded units: the Zagreb unit, the Stockholm unit and the Glasgow unit, and three models for motivation explored in each unit. The conclusions based on comparison of the three models’ findings are the following. Effective learning for adults or children occurs when they are given opportunities to engage in shaping their own learning through practical experience as part of the learning process. Learners should be able to test their knowledge via interacting in an enquiring way with their learning context and solve real world problems.
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