Open University

About: Open University is a education organization based out in Milton Keynes, United Kingdom. It is known for research contribution in the topics: Context (language use) & Population. The organization has 11702 authors who have published 35020 publications receiving 1110835 citations. The organization is also known as: Open University, The & Open University.

Towards more powerful learning environments through combining the perspectives of designers, teachers, and students

Abstract: In order to reach the main aims of modern education, powerful learning environments are designed. The characteristics of the design of PLEs are expected to have positive effects on student learning. Additionally, teachers' conceptions of learning and teaching do influence the implementation of a PLE. Moreover, students' perceptions of a learning environment affect their subsequent learning behaviour and the quality of the learning outcomes. The different perspectives of educational designers, teachers, and students are summarized in the Combination-of-perspectives (COOP) model. Combining these perspectives by mutual exchange of conceptions and perceptions is expected to have positive effects on the power of PLEs.

Unfolding the Phenomenological Research Process: Iterative Stages of “Seeing Afresh”

Abstract: Phenomenological researchers generally agree that our central concern is to return to embodied, experiential meanings aiming for fresh, complex, rich description of phenomena as concretely lived. Y...

Self-Regulation in Higher Education Teacher Learning.

Abstract: Various studies have focused on self-regulated student learning. However, little attention has been given to the self-regulation processes in teacher learning. In this study, we focus on the work-related learning processes reported by experienced higher education teachers. The aim of this study was to discover whether teachers actively self-regulate their learning experiences (as their students are expected to do) and to examine how this regulation takes place in the workplace. We tested some generally held assumptions and conceptions regarding teacher learning. Fifteen experienced college teachers, from three different colleges in The Netherlands, participated. Two semi-structured interviews and a (digital) diary study were used as the primary data collection methods. We collected 86 examples of teacher learning episodes. These were analysed using a phenomenographic method. The results show that our teachers’ learning experiences are not as self-regulated, planned, reflective, or spiral as some assume. Sometimes, the teachers’ learning was planned (self-regulated), but mostly it occurred in a non-linear (both external and self-regulated) or spontaneous (externally regulated) way. We conclude that our teachers do not always self-regulate their learning, but they mostly do self-regulate their teaching practice (with learning as a result).

Loss of forb diversity in relation to nitrogen deposition in the UK: regional trends and potential controls

Abstract: In this study we investigate the impact of nitrogen (N) deposition on the diversity of three different vegetation functional groups – forbs, grasses and mosses – using a field survey of acid grasslands across Great Britain. Our aim is to identify the vegetation types that are most vulnerable to enhanced N deposition, and to shed light on the mechanisms that may be driving N-initiated species changes in the UK. Sixty-eight randomly selected grasslands belonging to the UK National Vegetation Classification group U4 (Festuca ovina–Agrostis capillaris–Galium saxatile grassland) were studied along a gradient of atmospheric N deposition ranging from 6 to 36 kg N ha−1 yr−1. At each site, vegetation was surveyed and samples were taken from the topsoil and subsoil. Aboveground plant material was collected from three species: a forb, grass and moss. Both the species richness and cover of forbs declined strongly with increasing N deposition, from greater than eight species/20% cover per m2 quadrat at low levels of N to fewer than two species/5% cover at the highest N deposition levels. Grasses showed a weak but significant decline in species richness, and a trend toward increasing cover with increasing N input. Mosses showed no trends in either species richness or cover. Most of the decline in plant species richness could be accounted for by the level of ammonium deposition. Soil KCl-extractable ammonium concentration showed a significant positive correlation with N input, but there was no relationship between N deposition and extractable nitrate. In the soil O/A horizon, there was no relationship between N deposition and %N, and only a very weak positive relationship between the level of N deposition and the C : N ratio. Finally, in the vegetation, there was no relationship between N deposition and either shoot tissue N concentration or N : P ratio for any of the three reference species. Combining our regional survey with the results of published N-addition experiments provides compelling evidence that there has been a significant decline in the species richness and cover of forbs across Great Britain, and that the primary cause is competition due to an increase in the cover of grasses in response to enhanced deposition of reactive N, primarily NH4+.