Agudo, R.R. (2019) The Language of MOOCs, Inside Higher Ed, https://www.insidehighered.com/digital-learning/views/2019/01/09/moocs-overwhelming-dependence-english-limits-their-impact-opinion

Aceto, S. Dondi, C. Marzotto, P (2010). Pedagogical innovation in new learning communities, https://hal.archives-ouvertes.fr/hal-00593045/document

Albright P. (2009). Discussion Highlights. In S. D’Antoni and C. Savage (Ed.), Open Educational Resources Conversations in Cyberspace, pp.61-81. Paris: UNESCO.

Attwell and Hughes (2010). Pedagogic Approaches to using technology for Learning, London: LLUK

Attwell, G., & Lübcke, E. (2010). Learning in networks and the development of Personal Learning Environments. Paper presented at the Paper produced for the European PLE Baum project

Attwell, Garcia and Molina, (2017). Understanding cultural barriers and opportunities for developing new apprenticeship programmes

Borthwick, A. & Risberg, C. (2008). Establishing an Organisational Climate for Successful Professional Development. In A. Borthwick and M. Person. Transforming Classroom Practice: Professional Development Strategies in Education technology. ISTE: Washington.CEDEFOP (2016)

Cedefop (2018). The changing nature and role of VET http://www.cedefop.europa.

Cedefop (2004) ‘Towards a history of vocational education and training (VET) in Europe in a comparative perspective: Proceedings of the first international conference’, Volume I: The rise of national VET systems in a comparative perspective, October 2002, Florence. Cedefop panorama series 103, Luxembourg: Office for Official Publications of the European Communities,

Chang W.W.M. (2016). Digital Competence and Professional Development of Vocational Education and Training Teachers in Queensland, Univeristy of Queensland

Coffield, F. (2008). Just suppose teaching and learning became the first priority. London: Learning and Skills Network.

Cordingley, P., Bell, M., Rundell, B. & Evans, D. (2003)The impact of collaborative CPD on classroom teaching and learning. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=133&language=en-US

Daly, C., Pachler, N., & Pelletier, C. (2009). Continuing Professional Development in ICT  for teachers. Institute of Education, University of London: London

Davis, H. C., & Fill, K. (2007). Embedding blended learning in a university’s teaching culture: Experiences and reflections. British Journal of Educational Technology, 38, 817-828.

De los Arcos, B. and Weller, M. (2018). A Tale of Two Globes: Exploring the North/South Divide in Engagement with Open Educational Resources. In J. Schöpfel and U. Herb (Ed.) Open Divide: Critical Studies on Open Access, pp. 147-155. Sacramento, CA: Library Juice

DfE. (2010). The case for change. DFE‐00564‐2010 London, Department for Education.

European Commission (2010)

European Commission Advisory Committee on Vocational Training  Opinion on the future of vocational education and training post 2020 (2018)

European Training Foundation (2018).

European Training Foundation (2018).

Ferguson, R., Hoel, T., Scheffel, M., & Drachsler, H. (2016). Guest editorial: Ethics and privacy in learning analytics. Journal of Learning Analytics, 3(1), 5–15. https://doi.org/10.18608/jla.2016.31.2

Gašević, D. (2018) Include us all! Directions for adoption of learning analytics in the Global South, in Lim, C. P., & Tinio, V. L. (Eds.) (2018) Learning Analytics for the Global South, Global Learning for Development, http://dl4d.org/portfolio-items/learning-analytics-for-the-global-south/

Harris, Simons, Hill, Smith, Pearce, Blakeley, Choy & Snewin, (2001).

Hart, J. (2019). From Traditional Training to Modern Workplace Learning: A Framework, https://www.modernworkplacelearning.com/cild/mwl/modern-workplace-learning-framework-2019/

Hart, 2018 Introduction to Modern Workplace Learning in 2018

Herd G and Mead Richardson A (2015). UNESCO World Report, ICT in VET, Paris: UNESCO  http://dspace.col.org/handle/11599/824

Higher Education Funding Council for England and JISC InfoNet, (2006)

Imants, 2003

JISC Digital Capability Framework

Jisc https://www.jisc.ac.uk/reports/the-evolution-of-feltag

Jisc NUS roadmap (Jisc, 2019)

JRC DigCompEdu

Kanwar, A. (2016) Can ODL reach the unreached? Lessons from the Commonwealth, http://oasis.col.org/bitstream/handle/11599/2378/2016_KanwarA_Can-ODL-reach-Unreached_Transcript.pdf?sequence=1&isAllowed=y

Khan S H (2016)

Kirschner, P., Wubbels, T., & Brekelmans, M. ( 2008). Benchmarks for teacher education programs in the pedagogical use of ICT. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 435– 447). New York, NY: Springer.

Knowles, M. (1973). The Adult Learner: A Neglected Species. https://eric.ed.gov/?id=ED084368

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge UK: Cambridge University Press.

Lim, C. P., & Tinio, V. L. (Eds.), 2018 http://dl4d.org/portfolio-items/learning-analytics-for-the-global-south/

Loizzo, L, Ertmer, P. Watson, W. & Lee Watson, S. (2017) Adult MOOC Learners as Self-Directed: Perceptions of Motivation

Ndume, H. Dasuki, S.I  & Ogedebe, P. (2014) E-Assessment Systems for Universities In Developing Countries: A Nigerian Perspective’. African Journal of Computing & ICT, https://pdfs.semanticscholar.org/0e4d/643c6ed6b9bceb4ac89594e673ee744386eb.pdf

National Centre for Vocational Education and Research. (2005). Using information and communication technologies in adult literacy education: New practices, new challenges. Retrieved from http://www.ncver.edu.au/wps/wcm/connect/97b73e9a-627b-44f9-a680- 5f6f3ed8437e/nd3l22e.pdf?MOD=AJPERES&CACHEID=97b73e9a-627b-44f9-a680-5f6f3ed8437e

Pardo A. and Siemens G. (2014) Ethical and privacy principles for learning analytics in British Journal of Educational Technology  Volume 45, Issue 3, pages 438–450, May 2014.

Perkins, J. (2009). Personalising teacher professional development: strategies enabling effective learning for educators of 21st century students. Retrieved from http://eprints.qut.edu.au/39234/1/39234.pdf

European Commision (2015). Riga conclusions on VET, http://ec.europa.eu/education/policy/vocational-policy_en

Sclater, N., Peasgood, A., & Mullan, J. (2016). Learning analytics in higher education: A review of UK and international practice. JISC. Retrieved from https://www.jisc.ac.uk/sites/default/files/learninganalytics-in-he-v3.pdf

Selwyn, N. (2013). “Empowering the world’s poorest children”? A critical examination of One Laptop per Child. In Selwyn, N. & Facer, K. (eds). The Politics of Education and Technology: Conflicts, Controversies, and Connections, London: Palgrave Macmillan, p.101.

Smith, M. K. (2003). Communities of practice’, the encyclopedia of informal education.SoLAR (2011). Open Learning Analytics: An Integrated & Modularized Platform. White Paper. Society for Learning Analytics Research. Retrieved from http://solaresearch.org/OpenLearningAnalytics.pdf

Tafel, L. (2008). Using Adult Learning Theory to Frame and Support Professional Development. In A. Northwick & M. Pierson. Transforming Classroom Practice: Professional Development Strategies in Education Technology. ISTE: Washington.

Tuomi, I. The Impact of Artificial Intelligence on Learning, Teaching, and Education. Policies for the future, Eds. Cabrera, M., Vuorikari, R & Punie, Y., Publications Office of the European Union, Luxembourg, 2018,

Twining, Raffaghelli, Albion and Knezek (2013). Moving Education into the Digital Age: The Contribution of Teachers’ Professional Development. Journal of Computer Assisted Learning, v29 n5 p426-437

UNESCO (2011) UNESCO ICT Competency Framework for Teachers, Paris: UNESCO, https://unesdoc.unesco.org/ark:/48223/pf0000213475

Vogel, M. (2010). Engaging academics in professional development for technology enhanced learning, a synthesis report for the UK. Higher Education Academy: Univeristy of London

Wenger 1998

Wenger, E. (1999). Communities of Practice. Learning, meaning and identity. Cambridge: Cambridge University Press.

Westerman, S., & Graham-Matheson, L. (2008). Digital Experience Building in University Teaching (DEBUT) Briefing Paper 2. Learning the lesson: a briefing paper for educational developers on the effectiveness of a range of different staff development strategies used within a digital literacy development programme. http://www.canterbury.ac.uk/support/learning-teaching-enhancement-unit/Debut/.

World Bank (2016). World Development Report 2016: Digital Dividends. http://www.worldbank.org/ en/publication/wdr2016 (p. 33).

[1] https://ec.europa.eu/jrc/en/digcompedu

[2] http://dspace.col.org/handle/11599/824

[3] https://www.jisc.ac.uk/reports/the-evolution-of-feltag

[4]  There is a considerable body of research studies on MOOCs – see, for example, Loizzo, L, Ertmer, P. Watson, W. & Lee Watson, S. (2017) Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion, https://www.researchgate.net/publication/317608455_Adult_MOOC_Learners_as_Self-Directed_Perceptions_of_Motivation_Success_and_Completion.

[5]   https://www.open.edu/openlearn/

[6]            https://www.insidehighered.com/digital-learning/views/2019/01/09/moocs-overwhelming-dependence-english-limits-their-impact-opinion

[7]  https://www.universityworldnews.com/post.php?story=20160630195218201

[8]  Tuomi, I. The Impact of Artificial Intelligence on Learning, Teaching, and Education. Policies for the future, Eds. Cabrera, M., Vuorikari, R & Punie, Y., Publications Office of the European Union, Luxembourg, 2018,

[9]  de los Arcos, B. and Weller, M. (2018). A Tale of Two Globes: Exploring the North/South Divide in Engagement with Open Educational Resources. In J. Schöpfel and U. Herb (Ed.)Open Divide: Critical Studies on Open Access, pp. 147-155. Sacramento, CA: Library Juice

[10]  These five strategic areas are; building the capacity of users to find, re-use, create and share OER; language, and cultural issues; ensuring inclusive and equitable access to quality OER; developing sustainability models; and developing supportive policy environments.

[11]           http://www.teaching-learning.utas.edu.au/content-and-resources/open-educational-resources/open-educational-practices

[12]           https://www.oercongress.org/wp-content/uploads/2017/07/WOERC-2017-Outcomes-and-Recommendation-Document-V1-EN.pdf

[13]   https://www.imsglobal.org/question/index.html

[14]           https://pdfs.semanticscholar.org/0e4d/643c6ed6b9bceb4ac89594e673ee744386eb.pdf

[15]  SoLAR (2011).Open Learning Analytics: An Integrated & Modularized Platform. White Paper. Society for Learning Analytics Research. Retrieved from http://solaresearch.org/OpenLearningAnalytics.pdf

[16]  Pardo A. and Siemens G. (2014) Ethical and privacy principles for learning analytics in British Journal of Educational Technology Volume 45, Issue 3, pages 438–450, May 2014.

[17]  http://dl4d.org/portfolio-items/learning-analytics-for-the-global-south/


Leave a Reply

Your email address will not be published. Required fields are marked *

Privacy Settings
We use cookies to enhance your experience while using our website. If you are using our Services via a browser you can restrict, block or remove cookies through your web browser settings. We also use content and scripts from third parties that may use tracking technologies. You can selectively provide your consent below to allow such third party embeds. For complete information about the cookies we use, data we collect and how we process them, please check our Privacy Policy
Youtube
Consent to display content from Youtube
Vimeo
Consent to display content from Vimeo
Google Maps
Consent to display content from Google
Spotify
Consent to display content from Spotify
Sound Cloud
Consent to display content from Sound