CALRG conferences

Clouds in this Cloudscape

• Gender and group attitudes to STEM: a pilot evaluation of an outreach robotics activity (1 comment)
• Introducing 'opinionated pedagogy'
• User evaluation of language learning mobile applications: a case study with learners of Spanish
• A Comparison of Indian Learner Experiences on a Local and Global MOOC Platform (2 comments)
• A European pilot study of a modular assessment system designed to authenticate the authorship of online learners
• A report on Chinese undergraduate students' online English language learning experiences and perspectives
• A step in the dark (1 comment)
• Accessibility and Massive Open Online Courses (MOOCs): the current state and next steps
• Activity level Learning Design representations to enhance curriculum design
• An Adaptive trust-based e-assessment System for Learning TeSLA
• An investigation into the phenomenon and discourse of Work Out Loud
• Analysing language learners’ lexical development through new online tools: towards empirically derived Learner Lexical Profiles in English and other languages
• Are you driving blindfolded? A longitudinal mediation analysis of learning design, student behavior, and retention
• Argumentation and mapping tools for sensemaking
• Argumentation in primary science
• Assessing informal learning: a case study using historical audio guides
• Assessing online collaborative work
• Assessing with confidence
• Assessment through non-text artefacts
• Automated Evaluation of Comments in a MOOC Discussion Forum (2 comments)
• Beyond MOOCS – A Catalyst for Change
• Biodiversity Citizen Science: New Research Challenges for Human Computer Interaction (HCI) – keynote
• Building a Roadmap to teach science to chronically ill children with ICT
• CALRG 09 Conference Discussion Area (5 comments)
• CALRG 09 Conference timetable
• CALRG 09 Conference twitter archive (1 comment)
• CALRG 30th - Video Interviews of attendees
• CALRG Annual Conference 2014 - Call for Papers
• CALRG Annual Conference 2016 - Call for Papers
• Can a computer-marked exam improve retention?
• Can technology-enabled learning networks help to achieve practical organisational improvement outcomes? (1 comment)
• Classical Narratives and Popular Forms: Constructing the Past through Television Drama and Digital Games
• Collaborative ownership in Educational Digital Library design
• Comparing Human and Computing Marking
• Cook, Holliman and O'Malley (1 comment)
• Creating an Online Dimension for University Rankings
• Creativity, Flow and Learning in Online Games
• Data-informed Learning Design for Future Schools
• Designing Technology to Increase Engagement in Education of Displaced War-affected Children
• Designing Technology To Provide Education To Children In Conflict Areas And Refugee Camps
• Digital Dialogue Games (DDG)
• Digital Games: Engagment, Motivation and Informal Learning
• Digital games: Motivation, engagement and informal learning (1 comment)
• Digital games: understanding the links between learning and involvement
• Digital Natives and Digital Immigrants: age-related differences in the use of learning technology
• Discussant on Argumentation Symposium CALRG09 (1 comment)
• Discussant summary for day 1
• Do children learn from playing Angry Birds? A comparative study of 4 and 5 years old
• Downstream from the SOURCE (3 comments)
• e-Assessment with constructive feedback
• Elluminate in Language Teaching and Learning
• Embedding and sustaining inclusive STEM practices (1 comment)
• English in Action - Knowing where your journey begins
• English in Action Project
• EnquiryBlogger
• Evaluating comments in MOOC discussion forums
• Evaluating the integration of Jing® screencasts in feedback on written assignments
• Evidence Cafés for developing research and practice
• Evidence on Mobile Technologies in Lifelong Learning
• Exam revision, the student experience and ‘revision analytics’: understanding and designing for the student experience prior to examinations
• Explorations of five kinds of openness in an online course
• Exploring barriers to participation in open, online learning
• Exploring the use of technologies in educational assessment in Primary Schools
• Face-to-face versus online tuition: Preference, performance and pass rates in White and ethnic minority students
• Focusing on multimodality to observe meaning-making trajectories
• From CYCLOPS to Smart Meeting Pro
• From dialogue design to interaction design (2 comments)
• Games and Virtual Worlds. What are we actually studying?
• Games-based learning as an effective middle-ground in police training
• Gender in Online Science and Technology: Understanding the gap between narratives and texts
• Good weather or bad weather? A story of fractions
• Haptics in Education: hapTEL project leading haptics research into learning, teaching and cognition
• High responsibility: the ethics of researching a MOOC about research ethics (4 comments)
• How is evidence-based literature informing e-Assessment practice: Findings from an HEA project (2 comments)
• How open should openTEL be? How interdisciplinary?
• How to design for transition: beyond MOOCs
• Identifying and addressing Tricky Topics in OU modules
• If you don’t know where you are going…how do you know if you have arrived? (1 comment)
• Improving information literacy and skills the case of iKnow
• Improving retention of first year engineering students
• InterLoc project (1 comment)
• Investigating Dialogic Learning and Teaching in MOOCs: An Applied Linguistics Approach (1 comment)
• Investigating the potential of web 2.0 and OER for project based learning
• iSpot - the Biodiversity Observatory (5 comments)
• iSpot Local: bioblitzes and crowd-sourced digital data
• iSpot: A Growing Informal Learning Community (2 comments)
• Jones, O'Shea, Conole and Littleton (2 comments)
• Keynote: Professional and Digital Learning: Leveraging learning at work
• Kirkwood, Sharples, Ravenscroft and McAndrew (1 comment)
• Learning Analytics of Emotion for self-regulated learning
• Learning in Public - From Uncourse to Short Course
• Learning in uncertainty – how finance professionals learn?
• Learning to Act in the Telepresence Classroom: the case of King Lear Online
• Learning to collaborate – collaborating to learn
• Learning with Technology In, About, Through and Despite Context
• Leveraging Learning gains: A multi-level longitudinal analysis of 30,000 online learners
• Literature and Mental Health: the MOOC as Research Tool
• Location-triggered language learning in a smart city using mobile technologies: a field study (1 comment)
• Making Video Accessible (1 comment)
• Mentoring, metacognition and music to mobile learning (1 comment)
• Migrants learning languages using smartphones: tensions between wanting to belong and wanting to learn
• Mixed emotion detection in chat messages - it feels so good and so bad
• Models of feedback: Findings from hospital school teachers using ICT with children suffering from a chronic illness
• MOOCs for Development? Who are the Indian Learners that take Massive Open Online Courses
• Multimedia production in teaching and learning: opportunities and challenges
• Multimodal perspective on contemporary educational argumentation
• Next Steps for Excellence in the Quality of e-Learning
• Old learning habits and new technologies: the impact of choice, control and identity in the learning experiences of novice adult students using ICT
• OLnet one year on: Blending evidence for collective intelligence
• OLnet: Open Learning network (2 comments)
• Online Learning: An exploration of the last 20 inches
• Opening up multiple choice: assessing with confidence
• OULDI website
• Out There and In Here: Connected to place, task and others through innovative technologies (1 comment)
• Parental perspective on young children’s use of touch-screen technology
• Pedagogy supplants technology to bridge the digital divide
• Personal Inquiry: The Nottingham Experience
• Personal Inquiry: The Open University Experience
• Predicting the future of ICT (1 comment)
• Predictive modelling for addressing students’ attrition in higher education: The case of OU Analyse
• PRiMMA (Privacy Rights Management for Mobile Applications) (1 comment)
• Psychometric Analyses of the Expectancy-Value-Cost Scale in Advanced Nanotechnology MOOCs
• QTEK II
• Quality Assurance and Innovation: Case Studies of Massive Open Online Courses in UK Higher Education
• RadioActive: Informal Learning and Employability through Internet Radio and Social Media
• Reading and discussing literature online: a study on dialogue and online interaction
• Reading Group Discourse
• Recent trends in MOOC research: from three US conferences
• Remote practical-focused tutorials
• Researching Reuse of Open Educational Resources
• Science Learning Experiences in Citizen Inquiry Communities
• Self-directed informal learning by experienced online learners enrolled in FutureLearn MOOCs
• Self-regulated learning with computer-based simulation
• Smart Cities MOOC (1 comment)
• Social Learning Analytics
• Social Network Analysis of Learning: Application of Significance Tests to Massive Open Online Courses (MOOCs)
• Social networking sites for language learning: Integrating project-based learning on Facebook in the Indonesian context
• Speckled computing
• Student reflections on cross-cultural group work: Social, teaching and cognitive factors that influence collaboration
• Students’ experiences and perceptions of anxiety in online collaborative learning (OCL)
• Study time distribution among learning activities: VLE usage and Technology determinants
• Supporting integration through incidental learning
• Supporting learners in mobile discovery of library resources
• Teaching online with and alongside iQualify
• The ‘Gamification’ of GIS for teaching and learning
• The CERD Model: Three possible approaches to designing collaborative educational digital libraries
• The death of a network: Yik Yak and the value of anonymous social media in universities (Keynote)
• The iTunes U at the OU learner
• The medium is the message… Learning to Code for Data Analysis
• The New ABCs of Research: Achieving Breakthrough Collaborations (keynote) (1 comment)
• The Open Research Agenda
• The production of subjectivity through adaptations of assessment at UNED
• The roadmap to emotionally accessible MOOCs
• The role of social networking in museum learning
• The self as an open educational resource (OER)
• The services to support students with disabilities at UNED
• The socio-technical construction of MOOCs and their relationship to educator and learning designer roles and practices in HE
• The use of co-regulated learning prompts to support students’ learning in a Computer Supported Collaborative Learning Environment
• Then and Now (1 comment)
• Thinking Together
• Tricky Topics: from training teachers to evaluating innovations
• Twenty years of CSCL
• Twitter for language learning: the learners’ view (2 comments)
• Twitter ye not (2 comments)
• Understanding distance learners’ academic and social adjustments: evidence of best practice from a South African context
• Use of ‘artcasting’ in classroom as a tool for engaging children with museums
• Use of visual elements to support knowledge construction in asynchronous dialogue
• Using technology-enabled learning networks to achieve practical improvement outcomes
• Using Web 2.0 Technologies To Foster Collaborative Learning in Higher Education
• Virtual MPhil at the OU
• Visualising Social Learning for Discoverability
• Visualising the academic genealogy of the Institute of Educational Technology
• What are the expectations of disabled learners when participating in a MOOC?
• What do educators’ contributions to MOOC discussion areas look like? (2 comments)
• What do MOOC providers think about accessibility?
• What do Players think about engagement, motivation and informal learning through digital games?
• What do studying and teaching online look like? Looking at student and tutor video diaries
• What is this open thing anyway?
• Where is the learning occurring in mobile learning? Applying systems thinking to a messy situation.
• Who are the mooc educators and what are their tasks? A multiple case study
• Who owns the information?
• Why Engage young People with Contemporary Science?
• With the lights out, it’s less dangerous: Rose Luckin
• xDelia: Design and Evaluation Framework