To help you plan your participation the conference program schedule can be filtered by date, venue, session type, and session format using the Filter functions.
Filter by Date lets you look at a specific day of the program. Filter by Venue lets you look at the program by venue rooms where sessions are taking place. Filter by Type lets you look at the program by track. In addition to keynotes and breaks the program is made up of three main tracks or types of sessions Pedagogy, Roles, and Strategies. Clicking on a type in Filter by Type lets you see only sessions of that type in the program schedule. In addition, Pedagogy, Roles, and Strategies each have a set of associated topics. Topics appear when you hover over a type name in the Filter by Type area of Sched. Topics are clickable allowing you to further filter the program by topic. Session Format lets you view the program by types of sessions - Action Labs, Lightning Talks, Posters, Presentations, and World Cafes.
The conference program is rich and diverse representing the current state of open education around the world.
This session will discuss invisible learners and possible design adjustments to be more inclusive of all learners within open education. Although Massive Open Online Courses (MOOCs) were originally thought to be an educational solution to the prevalence of marginalised voices, research is showing that not all learners are being reached. “Invisible learners” are described by Veletsianos (2015) as the learners that do not fit the common mold in MOOCs. Learners are predominantly male and affluent who “…exhibit self-regulated learning, have flexible work-life schedules, possess digital literacies, and are proficient in English (Glass et al., 2016, p. 45)”, not the anticipated “borderless, gender-blind, race-blind, class-blind, and bank account-blind” (Agarwal, 2013, para. 3) crowd some had hoped for. “MOOCs now tend to supplement classroom learning (e.g., four of five MIT undergraduates have taken a course on MITx) or serve as professional development opportunities for already privileged working professionals (Seaton et al., 2014; Glass, Shiokawa-Baklan, Saltarelli, 2016).” MOOCs further ignore their original intended audience. This can happen simply by forgetting about a portion of the audience during the design of the learning experience. “To expand access, institutions must disaggregate data on student achievement and completion by SES (e.g., zip code) to measure the effectiveness of MOOCs in educating students from underserved communities (Glass, Shiokawa-Baklan, Saltarelli, 2016).”
