Posts Tagged CALRG conference
Together with Liz FitzGerald and Eileen Scanlon, I chaired the 38th annual conference of the Computers and Learning research group (CALRG), which took place at The Open University 16-18 June 2017. We enjoyed keynote presentations from Siân Bayne, Jenny Preece and Ben Shneiderman.
Full details of the conference, together with links to all the abstracts and to many of the presentations, are available on Cloudworks.
The third day of the conference was FutureLearn Academic Network day. This annual conference event prioritises the work of doctoral students within the FLAN Network. This year, it brought together presenters from Bath, Lancaster, Purdue (USA), Sheffield, Southampton, The Open University, and Warwick.
Our discussant was Professor Rupert Wegerif, University of Cambridge.
Members of FLAN can access the video of the event.
The 36th annual CALRG conference took place from 15 to 17 June 2015 at The Open University. This year, we began the programme with a day for doctoral student work associated with the FutureLearn Academic Network (FLAN). The keynote address, An Ecology for eLearning: MOOCs, Minnows and Monsters, was given by long-time CALRG member Professor Sir Tim O’Shea, Principal, University of Edinburgh.
- Bronwen Swinnerton, University of Leeds. Can demographic information predict MOOC learner outcomes?
- Srecko Joksimovic, University of Edinburgh. MOOCdb – developing data standards for MOOCs
- Vitomir Kovanovic, University of Edinburgh. Inquiry-based learning and MOOCs: challenges and opportunities
- Katy Jordan, The Open University. Trends in MOOC completion rates
- Inge de Waard, The Open University. Self directed learning dynamics in FutureLearn courses: towards a framework
- Janesh Sanzgiri, The Open University. MOOCs for development? A study of Indian Learners in massive open online courses
- Hannah Gore, The Open University. Engagement of informal learners undertaking open online courses and the impact of design
- Tina Papathoma, The Open University. Exploring learners’ motivations on assessment in a massive open online course