bluuebunny/crossref_metadata_2025 huggingface dataset:
MAAM Project – How Digital Learning can Bring Life into the Workplace
Authors: Vimercati Elisa , Cirianni Francesca
Published: February 2021

Moving from conflicted situation between one’s own roles and life experiences to the synergy allows people to have greater awareness of their personal resources and to apply them in all areas of their lives. But how does this happen, in what way? How do people experience it? This is the question and objective behind the MAAM project. The research uncovers how digital innovation can build new bridges between people’s life experiences and the workplace. The research starts from the experience of motherhood, which is paradoxical in its nature – on one hand unleashes energy, strength and competencies in the woman, on the other hand it is often perceived as a condition of fragility (physical, psychological) and is not recognized as a bearer of skills at the workplace. The MAAM project is scientifically based on theories such as role accumulation, positive spillover, generativity, experiential learning and enriches them with two original views: life-based learning, that postulates that life is in itself one of the richest learning sources, and transilience, a meta-competence that identifies people’s ability to actively bring resources and skills from one life domain to another and vice versa. This is an action-research project, with the aim to investigate and simultaneously activate the development of personal resources and soft skills in people.This objective is achieved through an innovative digital platform that guides the woman in a process of self-reflection and awareness on different topics: the relationship with her identity and her own desires; the caretaking experience with the child and other people; the ways of listening, observing and empathizing and the consequences towards herself, others and the environment; the dynamics of delegation and decision making; the discovery of own “superpowers” and the reflection on the changes taking place. The research summarizes the results of the digital platform for the first 19 months and has been focused on mothers’ experience. It has the aim of investigating the impact of motherhood on the personal development and the soft skills of the women, highlighting which resources are active, which behaviours are adopted, how women perceive their roles and deal with the changes that comes with maternity. This is part of a broader framework, which has been starting to investigate / activate personal development and soft skills in fathers and whose aim is to investigate how caretaking activities trigger people’s personal development and embed them with soft skills that can be used in every area of life, including workplace.
Free Digital Distance Learning for Employability and Social Inclusion: The Perceptions of Migrants Living on the Maltese Islands
Authors: Vancell Joseph , Patala Teemu , Bruce Alan
Published: February 2021

Asylum seekers are still moving, in great numbers, from Sub-Sahara Africa (SSA) and the Middle East to the European Union (EU) to seek protection from political oppression, war and poverty, as well as to reunite with family, and benefit from entrepreneurship and education (EC, 2017; EU, 2018). The UNHCR (2019) notes that 68.5 million people were forcibly displaced from their native countries. Mediterranean EU Member States are seeing an ever-growing influx of illegal migrants, through land and sea routes. During the first month of 2019, 6,727 migrants arrived in Europe, of which 5,685 were sea arrivals through Malta, Spain, Greece and Italy – the strategic entry points to the EU. In the previous year, Malta took 1,445 arrivals. The issue of mass migration and population movement has dominated European discourse for at least 40 years. Since the invasion of Iraq and the various destabilization efforts against countries like Libya, Syria and Afghanistan, however, an entirely new phenomenon has erupted onto the centre stage – millions of people fleeing failed States, violence, terrorism and despair. Especially in the case of Syria (now in its fifth year of war) the problem of millions seeking to depart from the chaos has become huge. We are now entering a period of real transition however. Far from the malicious impact of war and violence, new problems arise around family fragmentation, emotional trauma, and the need to rebuild lives.
Digital Learning Technologies in Processes of Innovation and Democratic Change? – Reflections and Questions
Authors: Sorensen Elsebeth Wejse Korsgaard
Published: February 2021

Innovation with digital technologies in formal teaching and learning processes with the purpose of educating learners to become global citizens suffers from inertia. In particular, when it comes to innovation with digital technologies within processes of collaboration and dialogue. It seems that digital dialogue in education utilized for democratic change appears a complex challenge to address. However, historically, new technological innovations have often been rejected. It takes a long time to become accustomed to new technology and to realise its advantages, let alone to be actively utilized (Castells, 1998). Regardless of attitudes towards technology in general, the arguments have been strong for preparing learners for a future in a society permeated with digital technologies.
Yesterday-Today-Tomorrow: An E-Learning Program on Migration
Authors: McCormack Bryan , Perucchini Paola , Gaetano Catalano Maria , Maricchiolo Fridanna
Published: February 2021

The present study presents an e-learning platform based on the educational programs carried out by Yesterday-Today-Tomorrow Association (YTT) and Roma Tre University. YTT is an independent Paris-based Educational Humanitarian Non-Profit which combines visual language with learning tools to facilitate migrants’ and refugees’ inclusive processes, promote human-rights, the prevention of violent extremism, freedom, diverse, multi-ethnic and multi religious societies. YTT is also aimed at positively affecting national and international migration policy-making. Since 2016, YTT has been collaborating with thousands of refugees/migrants (from more than 50 nationalities, aged from 3 to 70 years old) in over 35 camps and squats across Europe/North Africa. They receive 3 sheets of paper and coloured pens and are invited to draw 3 sketches: one of their life before: Yesterday; one of their current life: Today; and one of their life imagined in the future: Tomorrow. These drawings define the YTT visual language, a raw, emotional and explicative language that speaks logically and directly to the audience. Figure 1 shows the YTT drawings by a 9 years old Iraqi girl, living in the Miksaliste Refugee Camp (Belgrade, Serbia), who represented in her Yesterday (the first on the left) which is what she saw when on a Sunday morning, coming back from church, she found both her parents and brother killed. In the Today, she drew her hands and arms with the cuts she self-inflicts on her body. In the Tomorrow, she drew her dream to be a doctor, so that she can help others.
The Instructional Design of an Online Learning Environment (RISSC) for Upper Secondary School Students’ Research Skills
Authors: Maddens Louise , Depaepe Fien , Raes Annelies , Elen Jan
Published: February 2021

In today’s complex world, the acquisition of research skills is considered an important goal in (upper secondary) education. Consequently, there is a growing body of literature that recognises the value of well-designed (online) learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking. Furthermore, interventions aiming to foster these skills are often implemented in specific domains, mostly in physics, biology and chemistry. In addition, current approaches to facilitation often refer to only a few epistemic activities related to research skills. Because of the broad and (mainly) domain-specific character of research skills, the purpose of this paper is to articulate the instructional design considerations for an online learning environment for upper secondary school students’ (broad set of) research skills in a(n) (underrepresented) behavioural sciences context.
Educational Technology for Active Connections in Blended Learning Environments
Authors: Uys Philip
Published: February 2021

This conference focuses on employing educational technology for connections. It assumes that these connections will be active, and not latent – otherwise these will be meaningless and ineffective. The emphasis is thus on creating effective learning environments. Such learning environments are not just online or digital, but can also be physical learning spaces in which educational technology can play a key role.A key strategy to ensure that educational technology connections are indeed active is to employ educational technology within an active learning framework for both online and on-campus learning i.e. blended learning. Educational technology on its own does not lead to active learning – only when it is used within well-founded learning designs – of which constructive alignment is highlighted below. I am thus agreeing with Veletsianos and Moe (2017) that educational technology by itself is not “education’s silver bullet” but should be located within “the essentials of teaching and learning: theory, pedagogy and emergent trends in the research.” Such active learning will lead to learner engagement, leading to effective learning and learner success. The vision for instance for educational technologies at Charles Sturt University is to “support educational practices focussed on student success by providing cutting edge, stable learning environments”.
Considerations for Quality Assurance of E-Learning Provision
Authors: Ossiannilsson Ebba
Published: February 2021

Today’s learning landscape differs greatly from that of a few years ago (Bates, 2015; Daniel, 2016; Mathes, 2019; Ossiannilsson, Williams, Camilleri, Brown, 2015). The main global challenges highlighted so far and affecting and influencing education are globalization, changing demographics and increasing digitization (Schwab, 2016). The United Nations’ UNESCO sustainability goals aim to meet these challenges (2015a; 2015b). In the field of education, the SDG4 focuses on education for all through its core areas of access, equity, equality, equality, inclusion and lifelong learning. Mobile learning is the first choice for most people today. The way learners learn is changing dramatically, due to the fourth industrial revolution, not just the way we learn, but also the way we live, perform, communicate, and interact (Schwab, 2016). Today, learning is possible anywhere, anytime and through any type of device. In the context of globalization and the knowledge-based economy, the quality of higher education is increasingly seen as strategically important for national economic development and competitiveness. High quality and relevant higher education provide students with the knowledge, skills and transferable core competences they need to succeed after graduation, in a high-quality learning environment that recognizes and supports good learning and teaching. The combination of educational technologies is both natural and demanding, so quality aspects must be taken into account (Bates, 2017, Daniels, 2016, Heurtas et al., 2018).
Approaches and Methodologies to Support Critical Reflection
Authors: Callens Jean Claude
Published: February 2021

During their studies, pre-service teachers are continually asked to reflect (Calderhead Gates, 1993; Korthagen Vasalos, 2005; Rodgers, 2002). In teacher education a goal of reflection is to change beliefs about teaching in order to improve practice, and therefore there is a strong connection between reflection and actions of students on the workplace. It does not seem obvious that students in teacher education reach a critical level in their reflections (Bean Stevens, 2002). According to Bean and Stevens (2002) effective scaffolding of a reflection process encompasses a number of key features within cognitive and emotional domains. Cognitive features include for instance using hints and leading questions to develop self-regulation. Emotional features include for instance providing a safety net to allow for mistakes. In this study we focus on cognitive features and search for an approach/methodology that may support a reflection process.
A New Approach to Teaching Introductory Computing and Information Technology by Distance Learning – Addressing Key Issues
Authors: Thomas Elaine
Published: February 2021

New introductory level 1 curriculum has been developed for the open-entry Computing and information technology (IT) degree programme in the School of Computing and Communications in the Open University (OU UK). Three key issues in Computing and IT teaching had been identified, namely: student retention, declining participation by women in Computing and IT modules, and the teaching of introductory programming at level 1. Dealing with these issues formed part of the rationale for developing the new curriculum. Computing and IT students at the OU are part-time distance learners and there is a diverse student population with a range of learning needs. Two-thirds of students are in employment, so it is important their work-life balance is considered in the design of new curriculum.Retention of students is an important issue in distance education (Simpson, 2012) as drop-out rates are high. Students study the new level 1 course “TM111 Introduction to Computing and Information Technology 1” first followed by “TM112 Introduction to Computing and Information Technology 2”. Both module production teams engaged in a learning design process to assist with the management of student workload and to ensure coherence and consistency across both modules. The declining rate of participation by women in Computing and IT is a source of concern across both the employment and the higher education sectors (BCS, 2016). In developing TM111 care was taken in the selection of examples and images to ensure that female Computer Scientists were adequately represented so as to provide suitable role models for female students (Frieze Quesenberry, 2019). Students often struggle with computer programming but easing “cognitive load” (Sweller, 1988) may be helpful, especially in a distance learning context. TM111 uses its own customised version of Scratch, called OUBuild, to assist students in acquiring foundational programming skills. TM111 is presented using a blend of traditional print materials plus online learning and also specialised software. The module is designed to appeal to a wide range of students with a variety of study intentions and learning needs, many of whom have few formal qualifications (or none at all).TM111 has proven to be very attractive to students and participation by female students has increased to 24%, at least four percentage points over the previous module. Student responses to the module as a whole and the teaching on programming has been positive overall. More work is needed to evaluate the impact of the new modules in equipping students with the necessary programming skills to succeed with programming at level 2.
Unravelling Learning Engagement in the Hybrid Virtual Classroom
Authors: Raes Annelies , Vanneste Pieter , Pieters Marieke , Windey Ine , Van Den Noortgate Wim , Depaepe Fien
Published: February 2021

Based on current societal transitions and in the context of lifelong learning, both upper secondary education, higher education and vocational training are invited to think about how to enable people, at any stage of their life, to take part in stimulating learning experiences. The expectancy to be present at one core location is getting more and more difficult in this (inter)national society. In addition, the student population is changing and balancing work and family life becomes an important point of priority. Therefore, it is important to make education less dependent on location and time and improve flexibility within the learning trajectory (Lakhal, De Sherbrooke, Bateman, 2017). Next to this, there are growing insights about the need to collaborate.
Precarious Voices: The Shared Hopes and Dreams of those Teaching and Supporting Learning in Digital Contexts
Authors: Bryant Peter , Lanclos Donna , White David
Published: February 2021

University staff in learning technology related roles are critical to the capability of the institution to effectively enhance the student experience, deliver an engaged curriculum and achieve significant pedagogical change. However, their perceptions of identity, precarity, status and capability and the locations and roles they are located in within many institutions can challenge that capability. Drawing on data gathered about the hopes and dreams of over two hundred learning technology related staff at three workshops held in the United Kingdom, Australia and Germany, this paper will explore the contradictions and paradoxes that impact on the capability of staff in learning technology related roles to influence and shape pedagogical and technological change.
Digital (4) Education – A National Digital Strategy in the Context of the Transformation of a Country into a Digital Nation
Authors: Linckels Serge
Published: February 2021

This paper describes Luxembourg’s strategy “Digital (4) Education” by the Ministry of Education, Children and Youth to leverage learning to the 21st century. It is divided into three areas: media literacy, educational technologies, and promotion of STEM. The strategy is embedded into the overarching national strategy “Digital Luxembourg” which is the governmental programme to transform the country into an IT nation.
10 Years of Learning Design at the Open University: Evolution, Findings and Future Direction
Authors: Evans Gerald
Published: February 2021

Over the past 10 years The Open University has embedded an institutional approach to Learning Design, with use of the approach mandated as part of the curriculum design process.This paper will explore how that approach has developed over time, as practitioners have learnt from and developed the offering, and as requirements on the institution and on curriculum production have changed. This evolution has seen the approach develop into an end-to-end process of design and evaluation and brought to bear the power of learning analytics into curriculum design.The paper will also explore the various internal and external research outputs, synthesising these into some key lessons that have been learnt over the past ten years. Finally, the paper will look ahead, to see how the next ten years might look and how the role of Learning Design may adapt over this time.
Back to the Future, the Learner Strikes Back: Feedback and Reflection as Key Elements in MOOC re-Design
Authors: Mac Lochlainn Conchur , Nic Giolla Mhichil Mairead , Beirne Elaine , Brown Mark
Published: February 2021

A general trend within research into Massive Open Online Courses (MOOCs) has been the study of learner behaviour and motivations using large-scale, quantitative studies to measure, correlate and predict forms of interaction and participation. Far few studies have focused on contextual, local and qualitative forms of inquiry, despite the great potential of such methods. In this paper, we discuss a preliminary study making use of qualitative data generated on an Irish language MOOC, namely learner comments on reflective steps each week. This data was analysed using an interpretive framework for elucidating both positive and negative forms of learner feedback. Three major themes are defined, relating to opinions regarding course materials, positive attitudes towards interaction and a broad metacognitive awareness of the process of learning. Implications for the design process and the importance of using such methods are briefly discussed.
MOOCs Integration into Campus-Based Curricula: The Case for Russia
Authors: Semenova Tatiana , Vilkova Ksenia
Published: February 2021

Massive open online course (MOOC) is a relatively new format of online learning; despite this, it is actively integrated into the educational process of universities. Using data from publications, regulatory documents of universities, official websites of educational institutions, as well as data from expert interviews, this paper summarizes the experience of Russian universities on MOOC integration into campus-based curricula. The main models of MOOC integration into the educational process were highlighted: (a) embedding the MOOC into the blended learning format, (b) replacing part of the offline courses of the academic program with MOOCs, (c) creating an online master’s program with MOOCs.
Automatic Transcription Software: Good Enough for Accessibility? A Case Study from Built Environment Education
Authors: Liyanagunawardena Tharindu
Published: February 2021

The increasing use of multimedia in learning resources in higher education poses a challenge for learners with hearing disabilities, unless these are accompanied by transcripts or captions. This paper reports on a small study where six Automatic Transcription Software (ATS) were analysed for their accuracy. Although economical and timesaving, at present, it seems an automatically generated transcript is not yet accurate enough to be an accessibility aid for the subjects relating to built environment sector.
Innovating a Flexible Concept Based Curriculum in a Course: An Experience Using Fractal Model
Authors: Enriquez Vazquez Larisa
Published: February 2021

Fractal is an educational model that tries to respond to the new learning contexts in which we find ourselves, which are characterized by the need to learn and update knowledge continuously and constantly and with the opportunity to access a large number of options for learning and training through the use of technologies, computer networks and digital environments, among others. The fractal model considers four interrelated elements but one element particularly stands out; it is the curriculum based on concepts that allows to expand and integrate different areas of knowledge to a specific, initial perspective. In addition, Fractal presents aspects that can be linked to connectivism and rhizomatic learning, through a concrete proposal of flexible learning design, which can be useful for formal and non-formal courses. The following Master’s program at the University of La Sabana, in Colombia, presents an experience applying the model in a close context (https://www.unisabana.edu.co/programas/posgrados/centro-de-tecnologias-para-la-academia/maestria-en-innovacion-educativa-mediada-por-tic-virtual/nuestro-programa/).
eLene4Life: Active Learning for Soft Skills – University-Corporate Connections and Cross-Fertilisation
Authors: Arnold Deborah , Mazalu Mirela , Uggeri Matteo
Published: February 2021

According to the 2018 World Economic Forum Report “Towards a Reskilling Revolution: A Future of Jobs for All”, the rise of artificial intelligence, robotics and other digital developments is upending the primacy of human expertise in the economy. The individuals who will succeed in the economy of the future will be those who can complement the work done by mechanical or algorithmic technologies, and “work with the machines”. The 2018 European Commission Proposal on Key Competences also draws attention to these disruptions affecting European societies and economies, stating that “Skills such as creativity, critical thinking, taking initiative and problem solving play an important role in coping with complexity and change in today’s society.”In a previous Erasmus+ project, eLene4work, the development of HE students’ (digital) soft skills was experimented through the use of MOOCs and OERs. The results showed that, while autonomous learning indeed played a significant role, real impact would only come from fully integrating these into the curriculum. The project also found a mismatch between employers’ expectations and students’ perceptions of the labour market with respect to these soft skills.This paper reports specifically on the initial results of the follow-up Erasmus+ project, eLene4Life: Learning and Interacting to Foster Employability, in the form of a combined foresight analysis exploring how soft skills are and can be developed through active learning in both Higher Education and corporate training. It also highlights the potential for cross-fertilisation of these approaches in both directions and lays the ground for future actions, connections and collaborations.
Capacity Building for Virtual Innovative Teaching and Learning in Jordan – Experiences of the JOVITAL Project
Authors: Wimpenny Katherine , Adefila Arinola , DeWinter Alun , Dermol Valerij
Published: February 2021

In a world that is increasingly interconnected, interdependent and diverse, engaging in international and intercultural learning and exchange is a key focus for higher education (HE) (Krutky, 2008; Altbach, Reisberg, Rumbley, 2009). This trend can be considered in relation to several issues. For example, universities are experiencing an increase in their recruitment of international students (Beech, 2018; Borjesson, 2017; Fliegler, 2014); online international learning is increasingly becoming a core pillar of university collaborations for globally networked learning (Villar-Onrubia Rajpal, 2016; Redden, 2014; Bell, 2016); and open courses such as Massive Open Online Courses (MOOCs) target learners, regardless of their geographic and cultural background (Maringe Sing, 2014; Brahimi Sarirete, 2015; Affouneh, Wimpenny, Ra’Fat Ghodieh, et al., 2018). In countries like Jordan that, due to their demographic and socioeconomic context, are experiencing a massification phenomenon with respect to learners accessing higher education (HE), responsive, effective education processes are required to maintain quality learning experiences (Affouneh Amin Awad Raba, 2017; Foley Massingila, 2014; Dian-Fu Yeh, 2012).This paper presents the activities and the findings of ongoing the JOVITAL project in its goal of building the capacity of Jordanian educational technologies. JOVITAL is an international cooperation project co-funded by the Erasmus+ Capacity Building in HE programmes of the European Union during the period October 2017 – 2020 involving four European institutions and five Jordanian universities. The aim of JOVITAL is to foster academic exchange using virtual mobility in order to offer learning opportunities to academic staff, university students and disadvantaged learners in Jordan.
A Networked Learning Environment for the Education of an Architect
Authors: Baloglu Asut Melis , Demir Yuksel
Published: February 2021

During a design process, a student of architecture learns how to communicate with various tools, understanding the problem and reflect his/her own solution and how to work together with his/her peers. To be able to examine how a student of architecture learn, communicate and act in a networked environment, this study analyses an architectural theory lesson as a case study in consideration of ACAD (Goodyear Carvalho, 2014) framework. An online assistant acts as an observer of the online platform of the course used as a case study, analyses the 14-week course according to ACAD framework. As a conclusion, students can learn collaboratively by articulating and sharing their ideas while they follow their education if they have a chance to frame their own curriculum, and they also continue to share their experience and expertise through discussion and dialog with the help of online communities after they had graduated.
The PRESTO Project relay: Open, Asynchronous Learning in Virtual Peer Groups
Authors: Bots Pieter , Van Daalen Els , Dopper Sofia
Published: February 2021

Academic education entails that students engage in open-ended assignments. Global education entails that students interact in projects with peers world-wide. The logistic challenge of offering academic project work to a large, heterogeneous student body, while keeping instructor workload manageable, is daunting. Project relays on the PRESTO software platform meet this challenge. In a project relay, students work in a virtual peer group on assignments that are organized in successive steps, where each step is peer reviewed. Unlike a regular peer review, the reviewing students revise the work they have reviewed. They then add the next step to it, and pass the improved-and-extended work on to another student. The PRESTO software fully automates the relay workflow, facilitates defining, monitoring, and grading projects, and has been adapted for use in LTI-compliant MOOCs. Since 2013, over 20 project relays have run in several courses at Delft University of Technology. Evaluations show that a project relay realizes the intended learning outcomes, but can at times be stressful for students. This prompts ideas for further pedagogical and technical improve¬ments.
DIGI-HE – A Strategic Reflection Tool on Digitalisation at European Higher Education Institutions
Authors: Ehlers Ulf-Daniel , Bonaudo Patricia
Published: February 2021

Digitalisation is an issue of growing importance at all higher education institutions (HEIs). It is often developed and driven bottom-up. In this regard, the intended self-assessment tool that the present paper aims to present “DIGI-HE” will support higher education institutions in developing their individual approaches to foster digitisation, methodological and conceptual approach. The present paper will outline the methodological procedure of design and subsequent validation of the tool. In a time when experimentation with, and mainstreaming of digital technology use is progressing to develop holistic strategies that encompass learning and teaching, research and innovation, as well as cooperation and outreach DIGI-HE will represent a self-reflection tool adapted to higher education to support the institutional efforts, to develop and implement strategies, which purposeful and holistic in comprising both missions, education and research. It will also furthermore attach particular importance to the need for dialogue among all actors and stakeholders in digitalisation, and address areas of activities relation to cooperation and outreach, including internationalisation strategies and practices.
Integrating Mini-MOOCs into Study Programs in Higher Education during COVID-19. Five Pilot Case Studies in Context of the Open Virtual Mobility Project
Authors: Buchem Ilona , Amenduni Francesca , Michaescu Vlad , Andone Diana , Tur Gemma , Smitek Branislav
Published: February 2021

This paper describes five different pilot case studies which show how mini-MOOCs were integrated into study programs in higher education during COVID-19. The pilot case studies were conducted in five different countries (Germany, Italy, Spain, Romania and Slovenia) in the first quarter of 2020 as part of the Open Virtual Mobility project. Open Virtual Mobility project (OpenVM) is a three year (2017-2020) strategic partnership for innovation and the exchange of good practices founded by the European Erasmus+ program of the European Commission. One of the key outcomes of the Open Virtual Mobility project is the Open Virtual Mobility Learning Hub (OpenVM Learning Hub), an online learning environment for the development, assessment and recognition of virtual mobility skills in higher education. The OpenVM Learning Hub hosts a set of eight mini-MOOCs, each dedicated to a specific competency cluster. Based on small-scale pilots at the universities in the five countries, this paper describes the design of OpenVM mini-MOOC, spotlights different educational approaches for integrating MOOCs into study programs during COVID-19 and highlights diverse objectives, attitudes and expectations of educators who piloted the integration of the mini-MOOCs during the pandemic. The paper explores differences in integration of traditional MOOCs and mini-MOOCs and concludes with recommendations for embedding mini-MOOCs into academic programs in view of rapid (digital) transformations in higher education such as the one caused by COVID-19.
Secondary School Teacher Support and Training for Online Teaching during the COVID-19 Pandemic
Authors: Fissore Cecilia , Marchisio Marina , Rabellino Sergio
Published: February 2021

In Italy, due to the Covid-19 pandemic, all schools were closed on March 5, 2020 and it was mandatory to switch to “distance learning”, in order not to interrupt the teaching continuity and to guarantee the right to education for all students. The Ministry of Education suggested several initiatives to teachers, including the PPS national project. In the paper we analyse why and how the PPS project, intended for teachers of secondary schools of the STEM disciplines but opened in the emergency to teachers of all disciplines, was able to provide much needed support and not only. Following this opening and the consequent registration of many new teachers, three different phases were carried out: an analysis phase of the teachers’ needs for online teaching, a phase of support and initial help, and a training phase. The results show an extremely high participation of the teachers and a wide online collaboration. All the teachers of the PPS will certainly have an advantage in the post-covid teaching, since they can take advantage of the work done and the experience and skills gained in the past.
Can e-Learning be a Solution for Egyptian Higher Education in the Times of COVID-19? A Look at Technological Capacities and Digital Skills
Authors: Niehues-Jeuffroy Hector , Rusnak Olena
Published: February 2021

This paper investigates whether e-learning is a viable solution for higher education in Egypt under the circumstances of the COVID-19 pandemic and policy responses to it. The analysis uses rich cross-sectional data from the 2018 wave of the Egypt Labor Market Panel Survey Body to assess what prerequisites for e-learning students and teachers meet in terms of technological capacities and digital skills. Overall, the paper confirms that Egyptian higher education largely meets those prerequisites. Over 90% of students have access to the internet, although not necessarily rapid or affordable access, and most students access the internet through mobile devices. Widespread computer and internet use, including using the latter for education purposes, suggest that students’ digital skills are generally well-developed. However, students’ technological capacities and digital skills reflect important divides along gender, socioeconomic background, and location. Finally, higher education teachers appear to be largely well-prepared as well, as most have access to digital devices and computers and three quarters of teachers already use the internet for their work. Based on these findings and a review of the regional literature, a set of policy recommendations for policy makers concludes.
Supporting Virtual Mobility Skills in a MOOC: Preliminary Results
Authors: Poce Antonella , Amenduni Francesca , Rosaria Maria , De Carlo
Published: February 2021

In the last years, the concept of Virtual Mobility has receiving a growing attention from educational policy makers and institutions, because it has the potential to make more accessible and effective students and teachers mobility in Higher Education. Virtual Mobility could be defined as institutional ICT-supported activities that trigger or facilitate international collaborative experiences in the context of teaching and/or learning. Despite the interest, there is still a few empirical researches regarding actual effectiveness of Virtual Mobility implementation and which technological solutions could be adopted. The present paper describes a research project aimed at designing an Open and Accessible Virtual Mobility Massive Open Online Course, by involving students and teachers from six European countries and higher education institutions. 716 participants completed and assessed the Open Virtual Mobility MOOC. Participants expressed a positive evaluation of different MOOCs features: (a) Badges; (b) Technical features; (c) Gamification. Four out of eight MOOCs obtained the highest evaluation: (a) Collaborative learning; (b) Autonomy-drive learning; (c) Open-mindedness; (d) Intercultural skills. Future research trajectories would be described.
Introducing 360-Degree Video in Higher Education: An Overview of the Literature
Authors: Ranieri Maria , Bruni Isabella , Luzzi Damiana
Published: February 2021

According to international research and institutions, the Higher Education sector needs to deeply innovate his didactic methodologies. In this sense, the integration and use of ICTs have been seen as a possible driver for the improvement of education’ quality, and showed good affordances for teaching and learning in terms of engagement, communication and collaboration. New emerging technologies are now under experimentation, especially as for immersive environments from augmented to virtual reality. In this paper we will focus on 360-degree video, offering a first overview of its potential in educational contexts, as they emerge from a systematic literature review.
Digiculture – The Development of Open Education Learning for Digital Skills Training
Authors: Andone Diana , Mihaescu Vlad , Vert Silviu , Vasiu Radu , Ternauciuc Andrei
Published: February 2021

UniCampus, online learning environment started in 2014, as an attempt to provide the first Romanian language MOOC-like Massive Open Online Courses. For the development of the DigiCulture project we decided to extend the existing UniCampus platform with a new DigiCulture theme. This paper presents the technical development, based on the Moodle framework, with new user interactions. The DigiCulture project develops free, online short courses dedicated to adults with low digital skills. The shortage of digital skills in Europe reported in 2016 in “European Digital Progress Report EDPR” of the European Commission: 45% of Europeans have insufficient or no digital skills. As there are big differences between the countries that are partners in DigiCulture, we propose an integrated approach for course development, but with national personalization as language, study cases. These implementation and personalization are presented in this paper.
Are Students Reading their Teachers’ Comments? The Impact of Digital Feedback in Adult Learning Secondary Education
Authors: Duran Carme , Pinyol David
Published: February 2021

This paper shows the results of an ongoing research which explores the impact of digital feedback in adult learning at the Institut Obert de Catalunya (IOC), an online public school (Department of Education of Catalonia, Spain). The students are adults who did not obtain a degree in compulsory secondary education at the time. The objective of these studies is twofold: to teach students basic life skills they should know to survive and thrive in nowadays society and to manage lifelong learning. Within this context, feedback plays an important role as it has a huge influence on students’ learning gain. However, are students taking advantage of the teachers’ feedback to improve their tasks? The research is based on the assessments made by students of their teachers’ feedback comments and the improvement those meant in the students’ task completions. Our intention was to prove from the statements made by the students two facts: if the students received feedback effectively and if that resulted in an improvement in their task completions. Seven closed-ended multiple choice questions together with an open-ended one were used to carry out this survey. The first set of questions were used to gather insight about the students’ opinions on the effectivity of the feedback regarding content value, extension and clarity of message. With the open question, we tested how much information the students had retained form their teachers’ feedback messages, and what aspects of it they considered more relevant. These first findings provide new insight into the relation between digital feedback and its impact on academic results.
The Student Study Experience – Analysing Student Study Choices
Authors: Edwards Chris , Gaved Mark
Published: February 2021

As higher education institutions increasingly teach online and offer greater levels of choice to students (over which modules to study, in which order to study, and how long to extend study before qualification) new challenges are introduced. One of these challenges is how to maintain an understanding of the student experience. This understanding is necessary to provide feedback to both students and faculty, and institutionally for the continued enhancement of quality. This paper is the first attempt at providing a narrative describing one approach to this challenge and the experience within a large distance learning University. It demonstrates a new approach to data is key to enabling the analysis of student study pathways. For many years, this University has offered great flexibility of study and as wide a study choice as it is possible to offer with conventional modules. By design, the Institution holds high levels of data for all student study. However, whilst it is possible to create bespoke queries, we found that this has been insufficient to readily enable analysis of the student experience. By moving from a traditional relational database structure to a multi-model database, many of the difficulties are resolved. In this paper, we report on this approach and describe next steps, including the potential to apply machine learning algorithms and test other data theories like that of Markov Chains.
The Student-Inquirer Identity during the Master Thesis in an Online University
Authors: Konstantinidis Angelos , Badia Antoni
Published: February 2021

When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
Building New Spaces for Education throughout Life, Aprendo+ Courses
Authors: Leon-Martinez Jorge , Tapia-Rangel Edith
Published: February 2021

In this paper the study case of the Aprendo+ courses is presented as a proposal of the so-called lifelong learning, which the UNAM offers to the Spanish-speaking community, seeking to return the knowledge generated within the university to society. The Aprendo+ courses are self-learning and are supported by the use of ICT.
Developing an Innovative Program for First Year Engineering Statistics Students at an Open Distance University
Authors: Naidoo Richard , Ngaka Mosia
Published: February 2021

A study was performed on a first year industrial engineering statistics course to improve the statistics pass rate. Statistics is a requisite for other engineering courses. The pass rate for the statistic course was below 50%. The primary purpose is to enable learners to build a capacity to comprehend module content and establish a deeper level of learning that will enable learners to achieve goals and objectives of TL lessons. An intervention program was instructionally designed to develop a personalized and differentiated learning process that breaks down lessons into lower and basic cognitive components, for struggling learners. The program improves e‑learning lessons to a complex higher cognitive level and advances challenging activities for excelling students. Forty students were considered for the study. Moore’s theory of transactional distance was used as a theoretical framework. A quantitative method was used to analyse the data. The data consisted of assignment scores. Hypothesis testing at a 95% level of significance suggests that the intervention program made an impact. The overall pass rates improved by 25%.
ABC LD – A new Toolkit for Rapid Learning Design
Authors: Perović Nataša , Young Clive P.L.
Published: February 2021

ABC Learning Design (ABC LD) is a high-energy, hands-on curriculum development workshop from University College London (UCL). In just 90 minutes teaching teams work together to create a visual “storyboard”. The storyboard is made up of pre-printed cards representing the type and sequence of learning activities (both online and offline) required to meet the module or programme learning outcomes. All the resources have been released under Creative Commons licenses and are free to download, adapt and use.ABC LD is now popular across European tertiary education and beyond. Participants have found the workshop-based “sprint” approach to be quick, engaging and productive. The original UCL or “base” ABC LD is built around a collaborative and intensive 90’ workshop in which module teams work together to produce a paper-based storyboard describing the student journey.Over the last two years UCL has led an Erasmus+ project to develop and evaluate the ABC LD method with 12 partners (https://abc-ld.org). We have focused on localisation to institutional contexts and have explored the important link between storyboard designs and the Virtual Learning Environment. The main output is a freely downloadable Toolkit of resources and guides, enabling any college or university to adapt and adopt the method.Although developed to promote blended learning, during the COVID emergency, some institutions have now modified ABC LD to be facilitated remotely to support their need for a rapid transition to online learning. ABC LD is proving an effective method in this new format, too.
A Comprehensive Analysis of NGC 2158 in the Gaia Era: Photometric Parameters, Apex, and Orbit
Authors: Sariya Devesh P. , Jiang Ing-Guey , Sizova M. D. , Postnikova E. S. , Bisht D. , Chupina N. V. , Vereshchagin S. V. , Yadav R. K. S. , Rangwal G. , Tutukov A. V.
Published: February 2021

We present an investigation of NGC 2158 using Gaia DR2 data. We identified 800 most likely cluster members with membership probability higher than 90%. The mean proper motions of this object are determined as (μ

x
= −0.203 ± 0.003, μ

y
= −1.99 ± 0.004) mas yr−1. The limiting radius, log(age), and distance of the cluster are obtained as 23.5 arcmin, 9.38 ± 0.04 Gyr, and 4.69 ± 0.22 kpc, respectively. The overall mass function slope (0.93 ± 0.14) is flatter than the Salpeter value (1.35) within the mass range of 1.17–1.44 M
⊙. This cluster also shows the mass-segregation effect and our study demonstrates that NGC 2158 is a dynamically relaxed open cluster. Using the apex diagram (AD), the apex coordinates of the cluster are obtained in different ways and are examined using the (μ

U
,μ

T
) diagram. The best value of the apex coordinates is determined as A = 8724 ± 160, D = −3661 ± 530. We also determined the orbit of the cluster and found that NGC 2158 moves almost in the solar antapex direction. The resulting spatial velocity of NGC 2158 is 51 km s−1. A significant oscillation along the Z-coordinate up to 529 pc is detected. Various scenarios regarding the origin of this cluster are also discussed.