Opening up! How to take full advantage of Open Educational Resources (OER) for Management Education

Terrasse, C., Marinova, B., Greller, W., Bitter-Rijpkema, M., & Schwertel, U. (2012). Opening up! How to take full advantage of Open Educational Resources (OER) for Management Education. In B. Rienties, P. Daly, S. Reeb-Gruber, K. Reid, & P. Van den Bossche, Proceedings of the 19th EDINEB Conference The Role of Business Education in a Chaotic World (pp. 145-149). Haarlem: FEBA ERD Press.General awareness and availability of Open educational resources (OER) have increased in recent years. Some institutions have already started incorporating OER in their strategies. However, compared to other educational fields, OER in Management and Business education have shown rather slow growth. This article discusses the incentives and barriers for the use of OER in Management and Business education. It reviews some useful accomplishments in the field, presents recommendations from various stakeholders and introduces the OpenScout initiative aimed at gathering OER and related tools for Management education

Educational Innovation with Learning Networks: some pertinent tools and developments

Sloep, P. B., Berlanga, A. J., Greller, W., Stoyanov, S., Retalis, S., Van der Klink, M. et al. (2011). Educational Innovation with Learning Networks: some pertinent tools and developments. Paper presented at the 2nd International Conference on Technology Enhanced Learning, Quality of Teaching and Reforming Education: Learning Technologies, Quality of Education, Educational Systems, Evaluation, Pedagogies (TECH-EDUCATION 2011). May, 18-20, 2011, Corfu, Greece.Professional Development is ill served by traditional ways of learn- ing. It can profit from a Learning Networks approach, which emphasizes lo- gistic, content and didactic flexibility. Three European projects are discussed – idSpace, LTfLL, Handover - which have developed tools befitting networked learning. Each in its own way, the projects illustrate the benefits of a networked learning approach.The works described in this paper have been partially supported by the European Commission within 7th Framework Programme, through the projects idSpace (2008- 216199), LTfLL (2007-212578), and Handover (FP7-HEALTH-F2-2008-223409)

Language Technologies for Lifelong Learning

Brief overview of language technologies for lifelong learning and the work of the LTfLL project

1st International Workshop on Learning Analytics and Linked Data

Drachsler, H., Dietze, S., Greller, W., D'Aquin, M., Jovanovic, J., Pardo, A., Reinhardt, W., & Verbert, K. (2012). 1st International Workshop on Learning Analytics and Linked Data. In S. Dawson, C. Haythornthwaite, S. Buckingham Shum, D. Gasevic, & R. Fergusson (Eds.), LAK '12 Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (pp. 9-10). New York, NY, USA: ACMThe main objective of the 1st International Workshop on Learning Analytics and Linked Data (#LALD2012) is to connect the research efforts on Linked Data and Learning Analytics in order to create visionary ideas and foster synergies between both young research fields. Therefore, the workshop will collect, explore, and present datasets, technologies and applications for Technology-Enhanced Learning (TEL) to discuss Learning Analytics approaches that make use of educational data or Linked Data sources. During the workshop, an overview of available educational datasets and related initiatives will be given. The participants have the opportunity to present their own research with respect to educational datasets, technologies and applications and discuss major challenges to collect, reuse, and share these datasets

Peer feedback content and sender’s competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?

Peer feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group. Experimental groups received a scenario with Concise General (CGF) or Elaborated Specific (ESF) feedback by a high or low competent peer. ESF by a high competent peer was perceived as more adequate, but led to more negative affect. Students in CGF groups outperformed ESF groups during treatment. Groups with a low competent peer outperformed groups with a high competent peer during the posttest. Feedback perceptions and performance were uncorrelated

The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges.

This article describes the MOOCS and Learning Analytics framework (MOLAC). Based on a brief review of ongoing challenges in the field, the article develops a vision for the future use of MOOCs and Learning Analytics to foster educational innovation