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Open Learning

2013 Volume 28, Number 3

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Table of Contents

Number of articles: 6

  1. Open Education 2030: Planning the Future of Adult Learning in Europe

    Jonatan Castaño Muñoz, Christine Redecker, Riina Vuorikari & Yves Punie

    Adult learning and open education have become key elements on the European Agenda. This paper presents the first results of a foresight activity that aims to contribute to an understanding of how &... More

    pp. 171-186

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  2. Opening Up to Open Source: Looking at How Moodle Was Adopted in Higher Education

    Eamon Costello

    The virtual learning environment (VLE) has grown to become a piece of complex infrastructure that is now deemed critical to higher educational provision. This paper looks at Moodle and its adoption... More

    pp. 187-200

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  3. Analysis of the Use of Twitter as a Learning Strategy in Master's Studies

    Tiberio Feliz, Carmen Ricoy & Sálvora Feliz

    The present study analyses the use of Twitter in the course Social Media and Digital Learning, taught as part of a master's programme at Universidad Nacional de Educacion a Distancia (Spain). ... More

    pp. 201-215

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  4. Massive Open Online Courses: Disruptive Innovations or Disturbing Inventions?

    Frank de Langen & Herman van den Bosch

    According to Christensen and Horn, Massive Open Online Courses (MOOCs) are serving non-consumers. Although they are limited in the services they provide compared with traditional colleges, they... More

    pp. 216-226

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  5. MOOC Attack: Closing the Gap between Pre-University and University Mathematics

    Vanesa Daza, Nikolaos Makriyannis & Carme Rovira Riera

    First-year university students exhibit considerably different levels of proficiency, often lacking the necessary prerequisites to attend certain courses. This is especially true for mathematics... More

    pp. 227-238

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  6. Challenging the CSCW Matrix: A Rough Draft of a New Conceptualisation of Collaborative Practices in Learning Environments

    Rasmus Leth Jørnø, Karsten Gynther & Ove Christensen

    This paper challenges traditional dichotomies that identify temporal and spatial restrains as relevant defining properties of learning environments. We present a critique of the current dominant... More

    pp. 239-254

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