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Tuesday, November 26 • 16:15 - 17:20
Designing for the Invisible Learners in Open Educational Social Spaces

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Session Table Name: BOLOGNA

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).”

avatar for Naomi Wahls

Naomi Wahls

Learning Developer, Delft University of Technology

Tuesday November 26, 2019 16:15 - 17:20 CET
BL27 first floor north corridor - Action Lab