Category Archives: Open Educational Resources Track

Investigating teachers’ practices of using games in school: A pattern-based approach

Announcement, Conference Contributions, Open Educational Resources Track, OpenSym 2016, Proceedings, Research Contributions, Research Tracks, Short Research Papers

Title: Investigating teachers’ practices of using games in school: A pattern-based approach

Authors: Triinu Jesmin and Tobias Ley (Tallinn University)

Abstract: We introduce teachers’ practice patterns as a possible way to enhance knowledge building about game use in schools. We developed patterns through critical incident interviews with 15 Estonian school teachers and validated them in an online forum. We present the patterns, experiences around employing the approach for knowledge building and report some general themes on game use in schools that have emerged from this work.

This contribution to OpenSym 2016 will be made available as part of the OpenSym 2016 proceedings on or after August 17, 2016.

Group Formation for Small-Group Learning: Are Heterogeneous Groups More Productive?

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Title: Group Formation for Small-Group Learning: Are Heterogeneous Groups More Productive?

Authors: Astrid Wichmann (Ruhr-University Bochum), Tobias Hecking (University of Duisburg-Essen), Malte Elson, Nina Christmann, Thomas Herrmann (Ruhr-University Bochum), and H. Ulrich Hoppe (University of Duisburg-Essen)

Abstract: There is an underexploited potential in enhancing massive online learning courses through small-group learning activities. Size and diversity allow for optimizing group composition in small-group tasks. The purpose of this paper was to investigate how groups formed based on learner behavior affect productivity of students in a small-group task. Students classified as high, average and low were randomly assigned to homogeneous or heterogeneous groups. Results indicate that overall, heterogeneous groups were either similarly or a bit more productive than homogeneous groups. Yet, we found that homogeneous groups classified as high-level were as or more than heterogeneous groups. However, heterogeneous groups were still more productive than homogeneous-average and homogeneous-low groups suggesting heterogeneous groups are the best choice for the entire community. Students classified as low-level were more productive in homogeneous groups, suggesting that grouping less active students together, makes social loafing more difficult and students participate more.

This contribution to OpenSym 2016 will be made available as part of the OpenSym 2016 proceedings on or after August 17, 2016.

A Framework for Open Assurance of Learning

Announcement, Conference Contributions, Open Educational Resources Track, OpenSym 2016, Proceedings, Research Contributions, Research Tracks, Short Research Papers

Title: A Framework for Open Assurance of Learning

Authors: Gokul Bhandari and Maureen Gowing (Odette School of Business, University of Windsor)

Abstract: Assurance of Learning (AOL) refers to the outcomes assessment process which involves the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development [8]. While emerging trends such as open education, open learning, learning analytics, academic analytics, and big data in education have recently become mainstream, studies regarding the design and development of open source analytics applications for AOL are non-existent. In this paper, we describe an application called AOL Analyzer that we developed for our business school last year to assist in the analysis of AOL results reported by faculty. To the best of our knowledge, this is a first paper to bridge the existing gap in
AOL analytics research.

This contribution to OpenSym 2016 will be made available as part of the OpenSym 2016 proceedings on or after August 17, 2016.

Investigating Incentives for Students to Provide Peer Feedback in a Semi-Open Online Course: An Experimental Study

Announcement, Conference Contributions, Full Research Papers, Open Educational Resources Track, OpenSym 2014, Research Contributions, Research Tracks

Title: Investigating Incentives for Students to Provide Peer Feedback in a Semi-Open Online Course: An Experimental Study

Authors: German Neubaum (University of Duisburg-Essen), Astrid Wichmann (Ruhr University Bochum), Sabrina C. Eimler (University of Duisburg-Essen), Nicole C. Krämer (University of Duisburg-Essen)

Abstract: In open online learning courses such as MOOCs, peer feedback has been regarded as a powerful method to give elaborated feedback on weekly assignments. Yet motivating students to invest effort in peer feedback on top of existing work load is difficult. Students might give insufficient feedback or do not give feedback at all. Students’ hesitation to provide feedback might be related to the lack of visibility of spent effort during feedback provision. Alternatively, students might provide less feedback due to lack of perceived benefits. In this study, we investigated the effect of two incentive types on peer feedback provision on weekly assignments. In total, 91 students enrolled in a semi-open online course were announced to receive either (1) a peer rating on their feedback or (2) open access to assignment solutions or (3) no incentive. Results indicate that the incentive type did not affect feedback provision in general, yet it had an impact on the content of the feedback. Students receiving (1) a rating-feedback incentive wrote longer and more specific feedback in comparison to students receiving (2) an information-access incentive or (3) no incentive. Results contribute to findings from peer assessment research that students are more likely to provide detailed feedback if students feel that feedback is attended to. Furthermore, results inform teachers and practitioners on how to encourage students to provide peer feedback in open learning environments.

This contribution to OpenSym 2014 will be made available as part of the OpenSym 2014 proceedings on or after August 27, 2014.

Supporting Awareness of Content-related Controversies in a Wiki-based Learning Environment

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Title: Supporting Awareness of Content-related Controversies in a Wiki-based Learning Environment

Authors: Sven Heimbuch (University of Duisburg-Essen), Daniel Bodemer (University of Duisburg-Essen)

Abstract: User generated content in Wikis is mainly distributed on the article view and its corresponding talk page. Potentials of analysing and supporting discussants’ knowledge construction processes on the level of talk pages have still been rarely researched. The presented experimental study addresses this issue by providing external representations of content-related controversies which were led by contradictory evidence between discussants to foster awareness on socio-cognitive conflicts which can be beneficial for learning. Its aim is to investigate how increased salience of controversies can guide participants’ (N = 81) navigation and learning processes. Three conditions differing in their degree of awareness support were implemented in this study. Results indicate that the implementation of awareness representations helped students to focus on meaningful discussion threads. Findings suggest that Wiki talk page users can benefit from additional structuring aids.

This contribution to OpenSym 2014 will be made available as part of the OpenSym 2014 proceedings on or after August 27, 2014.

Why Do Some Students Become More Engaged in Collaborative Wiki Writing? The Role of Sense of Relatedness

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Title: Why Do Some Students Become More Engaged in Collaborative Wiki Writing? The Role of Sense of Relatedness

Authors: Wilson W.T. Law (The University of Hong Kong), Ronnel B. King (Nanyang Technological University), Michele Notari (University of Teacher Education Bern), Eddie W.L. Cheng (Hong Kong Institute of Education), Samuel K.W. Chu (The University of Hong Kong)

Abstract: This study aims to investigate the role of sense of relatedness in students’ engagement in using wikis in collaborative writing. Hong Kong secondary school students (N = 422) participated in the study and answered questionnaires about their sense of relatedness and their level of engagement when using wikis for open collaborative project work. Results from the regression analyses showed that students’ sense of relatedness with their teacher and peers facilitated their engagement in the collaborative wiki writing environment. The results were also consistent with the educational psychology research findings in a traditional classroom setting. Most importantly, the result from this study showed the possible linkage between IT in education research and the educational psychology literature. Implications of psychological factors on students’ learning in technologically-enriched learning environments are discussed.

This contribution to OpenSym 2014 will be made available as part of the OpenSym 2014 proceedings on or after August 27, 2014.

Learning Process Analytics for a Self-study Class in a Semantic Mediawiki

Announcement, Conference Contributions, Open Educational Resources Track, OpenSym 2014, Research Contributions, Research Tracks, Short Research Papers

Title: Learning Process Analytics for a Self-study Class in a Semantic Mediawiki

Authors: Daniel Schneider (University of Geneva), Barbara Class (University of Geneva), Julien Da Costa (University of Geneva)

Abstract: We describe a framework and an implementation of learningprocess analytics for both learners and teachers to enhance a self-study class on psychological and educational theory. The environment is implemented in a Semantic MediaWiki using Semantic Forms and Semantic Result Formats. The design early development, but it is deployed and operational.

This contribution to OpenSym 2014 will be made available as part of the OpenSym 2014 proceedings on or after August 27, 2014.