Eighth EDEN Research Workshop EDENRW8

Challenges for Research into

Open & Distance Learning
Doing Things Better Doing Better Things

Oxford, United Kingdom

27-28 October 2014

BOOK OF ABSTRACTS

Edited by
Antnio Moreira Teixeira and Andrs Szcs
on behalf of the European Distance and E-Learning Network
EDEN, 2014

Critical Reflections on Course Design in Open University ......................................... 111

Satu Hakanurmi, University of Turku, Finland
The South Baltic Weblab: Captivating Pupils in Marine Science ............................. 113
Dalia Baziuk, Klaipeda University, Lithuania
E-Learning Paradigms in Apulian Living Labs ................................................................. 115
Gianna Avellis, InnovaPuglia, Adriana Agrimi, Apulia Region, Gaetano Grasso,
Marco Di Ciano, Francesco Surico, InnovaPuglia, Italy
EMPORT Improve Employability and Enhance European Competitiveness
through the Acquisition of Language and Cultural Competences in
Portuguese ................................................................................................................................... 118
Amador Ordez, Silvia Capn, Direccin General de Educacin FP y
Innovacin Educativa, Ana M Jorquera, Asesoramiento, Tecnologa e
Investigacin S.L, Spain, Turz Lvia, European Distance and E-Learning
Network, United Kingdom, Simone Schwambach, Universita Degli Studi di
Roma Tor Vergata, Italy, Rui Azevedo, Universidade Lusfona de
Humanidades e Tecnologias, Carla Laranjeria, Magensinus, Empresa
Promotora de Servios de Ensino, S.A., Portugal, Gerd Merke,
Euroroc Brussels/Wiesbaden, Belgium/Germany, Jos Carlos Paes de
Almeida Filho, Universidade de Brasilia, Brazil
The Online Classroom Developing Learning Spaces Using Blogs,
Wiki and Twitter ......................................................................................................................... 120
Per Arne Godejord, ICT-Pedagogical Centre, Nord-Trondelag University
College, Norway
Internet Services in the Work of University Teacher ..................................................... 121
Alexey Kozlov, Tatiana Kozlova, Ilya Ashavskiy, MESI, Russia
Blended Learning: A View from a Research Angle......................................................... 123
Alla Nazarenko, Moscow State University, Russia
An Experience of Blended Learning in an International Distance Education
Context .......................................................................................................................................... 125
Jose I. Navarro, University of Cadiz, Spain

14

Posters

THE ONLINE CLASSROOM DEVELOPING LEARNING SPACES

USING BLOGS, WIKI AND TWITTER
Per Arne Godejord, ICT-Pedagogical Centre, Nord-Trondelag University College, Norway
This poster describes an ongoing project investigating the use of blogs and wiki as
main tools for delivering lectures both in connection with the concept of flipped
classroom and in e-learning courses. All lecturing blogs within the project are
rooted in Kolbs symbolic and perceptual learning ideas (Kolb, 1984), and in MASVIS
(in Norwegian MAKVIS); A set of principles focusing on Motivation, Activation,
Specification, Variation and Individualization. The project has been going on since
2006 both at Nesna University College and Nord-Trondelag University College. In
the now last stages of the project, focus is on how looping the content in the
lecture blogs may enhance retention in students, the use of blogs to deliver
lectures, and twitter and Paper.li as tools for creating student products and content
sharing, as well as facilitating student to student and student to lecturer
interactions.
Since its start in 2006 the project has been investigating
the blog as supplement to other lecturing tools used within and outside LMS
in distance education;
the use of various Web 2.0 tools for distributing, and binding together, video,
sound and written lectures in distance education;
the use of real life projects in distance education;
the use of blogs as learning space, both delivering lectures in various forms
as well as engaging students in interactions with other students and the
lecturer;
the use of blogs within the concept of flipped classroom;
the use of Twitter and Paper.li as tools for engaging students in dialogue and
content creation.
The conclusion so far is that while blogs and the wikis seems to function well as
distributing lectures in various forms, both to students on campus and distance
education students, it is difficult to engage students in interactions online unless
required as part of student tasks. The project will close at the beginning of 2015,
and results will be analysed and presented.

120