This paper outlines an innovative approach to evaluating the emotional content of three online courses using the affective computing approach of prosody detection on two different text-to-speech (TTS) voices in conjunction with human raters judging the emotional content of the text. This work intends to establish the potential variation on the emotional delivery of online educational resources through the use of a synthetic voice, which automatically articulates text into audio. Preliminary results from this pilot research suggest that about one out of every three sentences (35%) in a Massive Open Online Course (MOOC) contained emotional text and two existing assistive technology voices had poor emotional alignment when reading this text. Synthetic voices were more likely to be overly negative when considering their expression as compared to the emotional content of the text they are reading, which was most frequently neutral. We also analysed a synthetic voice for which we configured the emotional expression to align with course text, which showed promising improvements.
{"title":"Humanising Text-to-Speech Through Emotional Expression in Online Courses","authors":"Garron Hillaire, Francisco Iniesto, B. Rienties","doi":"10.5334/JIME.519","DOIUrl":"https://doi.org/10.5334/JIME.519","url":null,"abstract":"This paper outlines an innovative approach to evaluating the emotional content of three online courses using the affective computing approach of prosody detection on two different text-to-speech (TTS) voices in conjunction with human raters judging the emotional content of the text. This work intends to establish the potential variation on the emotional delivery of online educational resources through the use of a synthetic voice, which automatically articulates text into audio. Preliminary results from this pilot research suggest that about one out of every three sentences (35%) in a Massive Open Online Course (MOOC) contained emotional text and two existing assistive technology voices had poor emotional alignment when reading this text. Synthetic voices were more likely to be overly negative when considering their expression as compared to the emotional content of the text they are reading, which was most frequently neutral. We also analysed a synthetic voice for which we configured the emotional expression to align with course text, which showed promising improvements.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45419700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Beyond providing alternatives to traditional learning resources, there exists a gap in the literature in understanding how openness is impacting teaching and learning in higher education. This paper explores the ways in which educators describe how open education is impacting their pedagogical designs. Using a phenomenological approach with self-identifying open education practitioners, we explore how open educational practices (OEP) are being actualised in formal higher education in the context of British Columbia (BC), Canada. The findings suggest that OEP represent an emerging form of learning design, which draws from existing models of constructivist and networked pedagogy, while using the affordances of open tools and content to create and share learning in novel ways. Faculty members report finding ways to use open approaches and technologies to support and enable active learning experiences, present and share learners’ work in real-time, support formative feedback, peer review, and, ultimately, promote community-engaged coursework. By designing learning in this way, faculty members offer learners an opportunity to consider and practise developing themselves as public citizens, develop their knowledge and literacies for working appropriately with copyright and controlling access to their online contributions, while presenting options for extending some of those rights to others. Inviting learners to share their work more widely, demonstrates to them that their work has inherent value beyond the course and can be an opportunity for them to engage directly with their community.
{"title":"Open Education and Learning Design: Open Pedagogy in Praxis","authors":"Michael Paskevicius, V. Irvine","doi":"10.5334/jime.512","DOIUrl":"https://doi.org/10.5334/jime.512","url":null,"abstract":"Beyond providing alternatives to traditional learning resources, there exists a gap in the literature in understanding how openness is impacting teaching and learning in higher education. This paper explores the ways in which educators describe how open education is impacting their pedagogical designs. Using a phenomenological approach with self-identifying open education practitioners, we explore how open educational practices (OEP) are being actualised in formal higher education in the context of British Columbia (BC), Canada. The findings suggest that OEP represent an emerging form of learning design, which draws from existing models of constructivist and networked pedagogy, while using the affordances of open tools and content to create and share learning in novel ways. Faculty members report finding ways to use open approaches and technologies to support and enable active learning experiences, present and share learners’ work in real-time, support formative feedback, peer review, and, ultimately, promote community-engaged coursework. By designing learning in this way, faculty members offer learners an opportunity to consider and practise developing themselves as public citizens, develop their knowledge and literacies for working appropriately with copyright and controlling access to their online contributions, while presenting options for extending some of those rights to others. Inviting learners to share their work more widely, demonstrates to them that their work has inherent value beyond the course and can be an opportunity for them to engage directly with their community.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47595792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Open Educational Resources (OER) have the potential to change the domain of higher education; however, adoption is still limited. As teachers are the pivotal actors to adopt OER, more insights are needed on their practices with OER and need of support. This exploratory study uses the OER Adoption Pyramid as a framework to analyse adoption of OER within a Dutch University of Applied Sciences. A questionnaire (n = 143) and semi-structured interviews with teachers who had some experience with sharing or using OER (n = 11) offered insights into the current state of affairs on adoption and need of support. The results revealed that informal sharing of resources within teachers’ personal networks happens frequently whereas the use of OER is more limited. If teachers use OER, they are mainly used ‘as-is’ or for a source of inspiration. Our findings indicate that the OER Adoption Pyramid does not properly describe the sequence of each layer within the context of this study. Availability must be lower in the pyramid as a prerequisite for teachers to explore their capacity and volition. Hence, the findings underline the need of support on subject-specific overviews of OER and the creation of national or institutional teacher communities. To improve our understanding, future research should focus on qualitative studies focusing on one case in which teachers engage with OER. This could lead to extensive insights on the factors and sequence of the OER Adoption Pyramid within different contexts.
{"title":"Teachers’ Adoption of Open Educational Resources in Higher Education","authors":"Marjon Baas, W. Admiraal, E. Berg","doi":"10.5334/jime.510","DOIUrl":"https://doi.org/10.5334/jime.510","url":null,"abstract":"Open Educational Resources (OER) have the potential to change the domain of higher education; however, adoption is still limited. As teachers are the pivotal actors to adopt OER, more insights are needed on their practices with OER and need of support. This exploratory study uses the OER Adoption Pyramid as a framework to analyse adoption of OER within a Dutch University of Applied Sciences. A questionnaire (n = 143) and semi-structured interviews with teachers who had some experience with sharing or using OER (n = 11) offered insights into the current state of affairs on adoption and need of support. The results revealed that informal sharing of resources within teachers’ personal networks happens frequently whereas the use of OER is more limited. If teachers use OER, they are mainly used ‘as-is’ or for a source of inspiration. Our findings indicate that the OER Adoption Pyramid does not properly describe the sequence of each layer within the context of this study. Availability must be lower in the pyramid as a prerequisite for teachers to explore their capacity and volition. Hence, the findings underline the need of support on subject-specific overviews of OER and the creation of national or institutional teacher communities. To improve our understanding, future research should focus on qualitative studies focusing on one case in which teachers engage with OER. This could lead to extensive insights on the factors and sequence of the OER Adoption Pyramid within different contexts.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44806103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study evaluates a two-week MOOC delivered on FutureLearn as part of an MSc in Nursing accredited by Coventry University to establish whether learners are demonstrating transformative learning. Evaluation is in the form of a rubric which is designed using Mezirow’s theory of Transformative Learning as a theoretical framework, alongside the activity types used to inform design of FutureLearn courses. The literature review finds that there is a gap in the research in evaluating for-credit MOOCs against the intended educational aims of the accrediting institution. The rubric created for this research attempts to fill that gap, by providing a means to evaluate both student learning and learning design. The rubric identifies that the learners on this course are demonstrating elements of transformative learning at the lower levels of Mezirow’s seven stages of critical reflection. Although the rubric was designed with the aim of evaluating MOOCs, it can be applied to any online learning experience that includes student engagement, either written or spoken. The paper makes recommendations for future developments and further research.
{"title":"Designing a Rubric to Measure Elements of Transformative Learning in Online Learning: A Case Study of a FutureLearn MOOC","authors":"N. Beer","doi":"10.5334/jime.506","DOIUrl":"https://doi.org/10.5334/jime.506","url":null,"abstract":"This study evaluates a two-week MOOC delivered on FutureLearn as part of an MSc in Nursing accredited by Coventry University to establish whether learners are demonstrating transformative learning. Evaluation is in the form of a rubric which is designed using Mezirow’s theory of Transformative Learning as a theoretical framework, alongside the activity types used to inform design of FutureLearn courses. The literature review finds that there is a gap in the research in evaluating for-credit MOOCs against the intended educational aims of the accrediting institution. The rubric created for this research attempts to fill that gap, by providing a means to evaluate both student learning and learning design. The rubric identifies that the learners on this course are demonstrating elements of transformative learning at the lower levels of Mezirow’s seven stages of critical reflection. Although the rubric was designed with the aim of evaluating MOOCs, it can be applied to any online learning experience that includes student engagement, either written or spoken. The paper makes recommendations for future developments and further research.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45756949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kimberly Safford, Francisco Iniesto, M. Stranach, S. Atkinson, P. Foley
The following publication contains book reviews of these titles: Ferster, B. (2016) Sage on the Screen: Education, Media and How We Learn. Baltimore: Johns Hopkins University Press. 197 pages. ISBN 13: 978-1-4214-2126-1. Littlejohn, A and Hood, N. (2018) Reconceptualising Learning in the Digital Age: The [Un] democratising Potential of MOOCs. Singapore: Springer. 108 pages. ISBN: 978-981-10-8892-6, ISBN: 978-981-10-8893-3. Hodgkinson-Williams, C and Arinto, P.B. (eds.) (2017) Adoption and Impact of OER in the Global South. Cape Town and Ottawa: International Development Research Centre & Research on Open Educational Resources. 606 pages. ISBN: 9781928331483. Rankin, J.G. (2016) How to Make Data Work: a Guide for Educational Leaders. New York: Routledge. 226 pages. ISBN: 978-1-317-35338-6. Saba, F. and Shearer, R.L. (2018) Transactional Distance and Adaptive Learning, Planning for the Future of Higher Education. London: Routledge. 212 pages. ISBN: 978-1-138-30233-4, ISBN: 9780203731819.
{"title":"Book Reviews – 2019","authors":"Kimberly Safford, Francisco Iniesto, M. Stranach, S. Atkinson, P. Foley","doi":"10.5334/JIME.542","DOIUrl":"https://doi.org/10.5334/JIME.542","url":null,"abstract":"The following publication contains book reviews of these titles: Ferster, B. (2016) Sage on the Screen: Education, Media and How We Learn. Baltimore: Johns Hopkins University Press. 197 pages. ISBN 13: 978-1-4214-2126-1. Littlejohn, A and Hood, N. (2018) Reconceptualising Learning in the Digital Age: The [Un] democratising Potential of MOOCs. Singapore: Springer. 108 pages. ISBN: 978-981-10-8892-6, ISBN: 978-981-10-8893-3. Hodgkinson-Williams, C and Arinto, P.B. (eds.) (2017) Adoption and Impact of OER in the Global South. Cape Town and Ottawa: International Development Research Centre & Research on Open Educational Resources. 606 pages. ISBN: 9781928331483. Rankin, J.G. (2016) How to Make Data Work: a Guide for Educational Leaders. New York: Routledge. 226 pages. ISBN: 978-1-317-35338-6. Saba, F. and Shearer, R.L. (2018) Transactional Distance and Adaptive Learning, Planning for the Future of Higher Education. London: Routledge. 212 pages. ISBN: 978-1-138-30233-4, ISBN: 9780203731819.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43573380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The adoption of open, online, flexible and technology-enhanced modes of learning (in short: of OOFAT) differs by higher education institution, despite the general cries of revolution and disruption due to digitalisation. This paper presents a new conceptual model for framing difference in three key educational processes (content, delivery and recognition) related to the potential of digitalisation to make these processes more flexible and more open. It is based on the results of a global survey of 69 higher education providers. The findings reveal six distinct archetypes of technology-enhanced higher education which vary according to the extent to which digitalisation is harnessed for content, delivery and recognition, and suggest different institutional strategies of digital adoption. It is hoped that this contribution will support comparative analysis of digitalisation strategies and peer learning between institutions.
{"title":"How is Digitalisation Affecting the Flexibility and Openness of Higher Education Provision? Results of a Global Survey Using a New Conceptual Model","authors":"Dominic Orr, M. Weller, R. Farrow","doi":"10.5334/JIME.523","DOIUrl":"https://doi.org/10.5334/JIME.523","url":null,"abstract":"The adoption of open, online, flexible and technology-enhanced modes of learning (in short: of OOFAT) differs by higher education institution, despite the general cries of revolution and disruption due to digitalisation. This paper presents a new conceptual model for framing difference in three key educational processes (content, delivery and recognition) related to the potential of digitalisation to make these processes more flexible and more open. It is based on the results of a global survey of 69 higher education providers. The findings reveal six distinct archetypes of technology-enhanced higher education which vary according to the extent to which digitalisation is harnessed for content, delivery and recognition, and suggest different institutional strategies of digital adoption. It is hoped that this contribution will support comparative analysis of digitalisation strategies and peer learning between institutions.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2019-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42220822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
V. Pearson, K. Lister, E. McPherson, A. Gallen, Gareth J. Davies, C. Colwell, Kate Bradshaw, N. Braithwaite, T. Collins
UK higher education data has shown persistent differences in degree outcomes for specific student groups. Consequently, the Office for Students (the UK government’s higher education regulator) are funding 17 projects to address these inequalities. Building on its expertise, our institution is leading the IncSTEM project alongside colleagues from two other universities, to evaluate, scale up and promote inclusive teaching and learning practice within Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education. There are challenges with inclusive distance learning, many of which are emphasised in STEM through the prevalence of practical and field activities, the widespread use of groupwork, and the use of text that is rich in symbolic notation. Online and blended learning approaches, including access to digital learning resources, bring opportunities for more inclusive practice, but can also lead to unforeseen and unquantified barriers for students. Integrating an inclusive approach to teaching and learning requires universities to embed and sustain practices that consider the diverse needs of students throughout curriculum design and delivery, bringing benefits to all students. In this paper, we present data on staff perceptions and practices regarding accessibility and inclusion for disabled students, explore examples of inclusive practice, and discuss how these can be applied by practitioners in order to create a higher education environment in which students of all backgrounds and characteristics are able to succeed.
{"title":"Embedding and Sustaining Inclusive Practice to Support Disabled Students in Online and Blended Learning","authors":"V. Pearson, K. Lister, E. McPherson, A. Gallen, Gareth J. Davies, C. Colwell, Kate Bradshaw, N. Braithwaite, T. Collins","doi":"10.5334/JIME.500","DOIUrl":"https://doi.org/10.5334/JIME.500","url":null,"abstract":"UK higher education data has shown persistent differences in degree outcomes for specific student groups. Consequently, the Office for Students (the UK government’s higher education regulator) are funding 17 projects to address these inequalities. Building on its expertise, our institution is leading the IncSTEM project alongside colleagues from two other universities, to evaluate, scale up and promote inclusive teaching and learning practice within Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education. There are challenges with inclusive distance learning, many of which are emphasised in STEM through the prevalence of practical and field activities, the widespread use of groupwork, and the use of text that is rich in symbolic notation. Online and blended learning approaches, including access to digital learning resources, bring opportunities for more inclusive practice, but can also lead to unforeseen and unquantified barriers for students. Integrating an inclusive approach to teaching and learning requires universities to embed and sustain practices that consider the diverse needs of students throughout curriculum design and delivery, bringing benefits to all students. In this paper, we present data on staff perceptions and practices regarding accessibility and inclusion for disabled students, explore examples of inclusive practice, and discuss how these can be applied by practitioners in order to create a higher education environment in which students of all backgrounds and characteristics are able to succeed.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2019-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48010069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of the paper is to examine how and what the non-completing participants of MOOCs learn. In this paper we term them invisible learners. The paper presents a qualitative study of learning activities and outcomes of invisible learners. The study consists of 11 interviews with MOOC participants and a survey answered by 51 participants. The results of the study show that invisible learners learn by 1) reading and watching, 2) following and being part of, 3) networking, 4) reflecting and 5) applying. Further, the study shows that the learning outcomes of the invisible learners can be described as 1) inspiration, 2) update, and 3) input for practice. Invisible learners show signs of self-governance by choosing what is relevant to them, and initiating their own learning activities in relation to their own practice. The paper concludes that there are educational potentials of the activities of invisible learners. The study shows that the course format may not be suitable for invisible learners that do not wish to do assignments and follow specific learning objectives. Rather, the educational potential is to provide invisible learners with relevant input to their own practices. To accommodate invisible learners, the challenge is to design courses that provide input and inspiration to learners’ own practices without prescribing what they will learn.
{"title":"Embracing Dropouts in MOOCs: Exploring Potentials of Invisible Learners","authors":"Christian Dalsgaard, Tom Gislev","doi":"10.5334/JIME.498","DOIUrl":"https://doi.org/10.5334/JIME.498","url":null,"abstract":"The objective of the paper is to examine how and what the non-completing participants of MOOCs learn. In this paper we term them invisible learners. The paper presents a qualitative study of learning activities and outcomes of invisible learners. The study consists of 11 interviews with MOOC participants and a survey answered by 51 participants. The results of the study show that invisible learners learn by 1) reading and watching, 2) following and being part of, 3) networking, 4) reflecting and 5) applying. Further, the study shows that the learning outcomes of the invisible learners can be described as 1) inspiration, 2) update, and 3) input for practice. Invisible learners show signs of self-governance by choosing what is relevant to them, and initiating their own learning activities in relation to their own practice. The paper concludes that there are educational potentials of the activities of invisible learners. The study shows that the course format may not be suitable for invisible learners that do not wish to do assignments and follow specific learning objectives. Rather, the educational potential is to provide invisible learners with relevant input to their own practices. To accommodate invisible learners, the challenge is to design courses that provide input and inspiration to learners’ own practices without prescribing what they will learn.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42054311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kyriaki H. Kyritsi, Vassilios Zorkadis, E. C. Stavropoulos, Vassilios S. Verykios
Recent technological advances have led to tremendous capacities for collecting, storing and analyzing data being created at an ever-increasing speed from diverse sources. Academic institutions which offer open and distance learning programs, such as the Hellenic Open University, can benefit from big data relating to its students’ information and communication systems and the use of modern techniques and tools of big data analytics provided that the student’s right to privacy is not compromised. The balance between data mining and maintaining privacy can be reached through anonymisation methods but on the other hand this approach raises technical problems such as the loss of a certain amount of information found in the original data. Considering the learning process as a framework of interacting roles and factors, the discovery of patterns in that system can be really useful and beneficial firstly for the learners and furthermore, the ability to publish and share these results would be very helpful for the whole academic institution.
最近的技术进步带来了巨大的收集、存储和分析数据的能力，这些数据以越来越快的速度从不同的来源产生。提供开放和远程学习课程的学术机构，如希腊开放大学(Hellenic open University)，可以从与学生信息和通信系统相关的大数据中受益，并使用现代技术和大数据分析工具，前提是学生的隐私权不会受到损害。通过匿名化方法可以达到数据挖掘和维护隐私之间的平衡，但另一方面，这种方法也带来了一些技术问题，例如原始数据中发现的一定量信息的丢失。考虑到学习过程是一个相互作用的角色和因素的框架，在这个系统中发现模式首先对学习者来说是非常有用和有益的，而且，能够发布和分享这些结果将对整个学术机构非常有帮助。
{"title":"The Pursuit of Patterns in Educational Data Mining as a Threat to Student Privacy","authors":"Kyriaki H. Kyritsi, Vassilios Zorkadis, E. C. Stavropoulos, Vassilios S. Verykios","doi":"10.5334/JIME.502","DOIUrl":"https://doi.org/10.5334/JIME.502","url":null,"abstract":"Recent technological advances have led to tremendous capacities for collecting, storing and analyzing data being created at an ever-increasing speed from diverse sources. Academic institutions which offer open and distance learning programs, such as the Hellenic Open University, can benefit from big data relating to its students’ information and communication systems and the use of modern techniques and tools of big data analytics provided that the student’s right to privacy is not compromised. The balance between data mining and maintaining privacy can be reached through anonymisation methods but on the other hand this approach raises technical problems such as the loss of a certain amount of information found in the original data. Considering the learning process as a framework of interacting roles and factors, the discovery of patterns in that system can be really useful and beneficial firstly for the learners and furthermore, the ability to publish and share these results would be very helpful for the whole academic institution.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2019-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47217155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"EADTU 2018 Conference Special Collection","authors":"M. Weller","doi":"10.5334/JIME.539","DOIUrl":"https://doi.org/10.5334/JIME.539","url":null,"abstract":"","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2019-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46837681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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