Mike Sharples is Emeritus Professor of Educational Technology in the Institute of Educational Technology at The Open University. Mike’s extensive career and multiple publications are concerned with innovation in educational technology, which include the Innovating Pedagogy report series and early involvement with Artificial intelligence.
Sharples, M. (2023). Towards social generative AI for education: theory, practices and ethics. Learning: Research and Practice, 9(2), 159-167. DOI: 10.1080/23735082.2023.2261131
Sharples, M. (2022). Automated Essay Writing: An AIED Opinion. International Journal of Artificial Intelligence in Education, 32, 1119-1126. https://doi.org/10.1007/s40593-022-00300-7
Sharples, M. (2023). John Clark’s Latin verse machine: 19th century computational creativity. IEEE Annals of the History of Computing, 45, 1, 31-42.
Sharples, M., Scanlon, E., Ainsworth, S., Anastopoulou, S., Collins, T., Crook, C., Jones, A., Kerawalla, L., Littleton, K., Mulholland, P. & O’Malley, C. (2015). Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom. Journal of the Learning Sciences,2 (2), 308-341.
In this episode, you’ll learn about Emeritus Professor Otto Peters through his last PhD student Professor Olaf Zawacki-Richter. Otto is one of the founding theorists in distance education – in fact, Otto Peters created that term. Otto is now 98, but his work continues to inspire.
Emeritus Professor Otto Peters (left) and Professor Olaf Zawacki-Richter (right)
Please do take opportunity to enjoy Olaf’s interview and investigate Professor Peters’ work. You can learn more about Professor Peters here: https://en.wikipedia.org/wiki/Otto_Peters.
Professor Florence Martin is Professor of Learning, Design and Technology with North Carolina State University. Florence’s teaching spans asynchronous, synchronous and bisyncronous modalities – and her applied research (and associated systematic reviews of literature) informs her teaching, while also enriching the practice of others.
Martin, F., Bolliger, D., & Flowers, C. (2021). Design Matters: Development and Validation of the Online Course Design Elements (OCDE). International Review of Research in Open and Distributed Learning, 22(2), 46-71. https://www.irrodl.org/index.php/irrodl/article/view/5187
Martin, F., Kumar, S., Ritzhaupt, A., & Polly, D. (2023). Bichronous Online Learning: Award-Winning Online Instructor Practices of Blending Asynchronous and Synchronous Online Modalities. The Internet and Higher Education, 56, 100879. https://www.sciencedirect.com/science/article/abs/pii/S1096751622000355
Martin, F., Ritzhaupt, A. Kumar, S., & Budhrani, K. (2019). Award-winning Faculty Online Teaching Practices: Course design, Assessment and Evaluation, and Facilitation. The Internet and Higher Education, 42, 34-43. https://www.sciencedirect.com/science/article/abs/pii/S1096751618305669
Dr Christian Stracke is the Coordinator for Virtual Coordination and Cloud Strategy at the University of Bonn in Germany. His main research areas are open education, Artificial Intelligence and their societal impacts building on many years of international scholarship related to learning innovations and quality in digital education.
Stracke, C. M., Chounta, I.-A., Holmes, W., Tlili, A., & Bozkurt, A. (2023). A standardised PRISMA-based protocol for systematic reviews of the scientific literature on Artificial Intelligence and education (AI&ED). Journal of Applied Learning and Teaching, 6 (2). https://doi.org/10.37074/jalt.2023.6.2.38
Stracke, C. M., Burgos, D., Santos-Hermosa, G., Bozkurt, A., Sharma, R. C., Swiatek, C., Inamorato dos Santos, A., Mason, J., Ossiannilsson, E., Shon, J. G., Wan, M., Agbu, J.-F., Farrow, R., Karakaya, Ö., Nerantzi, C., Ramírez Montoya, M. S., Conole, G., Cox, G., & Truong, V. (2022). Responding to the initial challenge of COVID-19 pandemic: Analysis of international responses and impact in school and higher education. Sustainability, 14(3), 1876. https://doi.org/10.3390/su14031876 (awarded by the National Institute for Digital Learning (Ireland) as Global Top 10 COVID-19 research in 2022, see: https://nidl.blog/2023/01/18/top-10-covid-19-articles-published-in-2022-several-major-literature-reviews)
Stracke, C. M. (2020). Open Science and Radical Solutions for Diversity, Equity and Quality in Research: A Literature Review of Different Research Schools, Philosophies and Frameworks and Their Potential Impact on Science and Education. In: Radical Solutions and Open Science (pp. 17-37). https://doi.org/10.1007/978-981-15-4276-3_2
Stracke, C. M. (2019). Quality Frameworks and Learning Design for Open Education. The International Review of Research in Open and Distributed Learning, 20(2), 180-203. https://doi.org/10.19173/irrodl.v20i2.4213
Stracke, C. M. (2019). Invited Keynote on “The Quality and the Future of Open Education and MOOCs” at 10th International E-Learning Conference (IEC) 2019 in Bangkok, Thailand: https://www.youtube.com/watch?v=t1UcvGLQl5M
Nominated works (may require purchase):
Stracke, C. M., Chounta, I.-A., & Holmes, W. (2023). Artificial Intelligence and Education: Ethical questions and guidelines for their relations based on human rights, democracy and the rule of law. In: D. Burgos (Ed.), Radical Solutions for Artificial Intelligence and Digital Transformation in Education. Lecture Notes in Educational Technology. Springer. (accepted, in press).
Stracke, C. M. (2018). Como a Educação Aberta pode melhorar a qualidade de aprendizagem e produzir impacto em alunos, organizações e na sociedade? [= How can Open Education improve learning quality and achieve impact for learners, organizations and in society?] In M. Duran, T. Amiel, & C. Costa (Eds.), Utopias and Distopias da Tecnologia na Educação a Distância e Aberta (pp. 499-545). Campinas: & Niterói: UNICAMP & UFF.
Professor Tian Belawati is the former Rector of Universitas Terbuka (Indonesia Open University), a keen advocate for inclusive online learning, and a previous ICDE President as well as the Asian Association of Open Universities (AAOU) President. Tian has seen Universitas Terbuka transform over time from a traditional correspondence open university into a major provider of accessible education.
Belawati, T., Indrajit, E., Sapriati, A., & Supardi, U.S. (2023).Self-assessment instrument of teacher readiness for teaching in the digital age. In press (Research report is available upon request).
Belawati, T. (2022). Introduction to Infrastructure, Quality Assurance, and Support Systems of ODDE. In: Handbook of Open, Distance and Digital Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-0351-9_87-1
Distinguished Professor Dr Vanessa Dennen is an international expert in education, with a specific focus on instructional systems and learning technologies at Florida State University. Her scholarship dates back to the early days of online education, as does her ‘people first, content second, technology third’ approach.
Dr Liz Marr is an advocate of lifelong learning, drawing on her own success as a lifelong learner. Liz is a recipient of a lifetime achievement award from the Universities Association for lifelong learning and served as Pro-Vice Chancellor (Students) alongside other teaching and learning roles with The Open University, UK.
Professor Martha Cleveland-Innes is Professor of Open, Digital, and Distance Education with Athabasca University. Her work related to the Community of Inquiry model continues to advance thinking in the area of online learning practice. Listen out for a good IDEA related to Inclusion, Diversity, Equity, and Accessibility and how these might be combined through robust education planning.
Martha’s online profile: Dr Martha Cleveland-Innes is a Professor of Open, Digital, and Distance Education at Athabasca University. She is Editor-in-Chief of the bilingual Canadian Journal of Learning and Technology, and the co-author of open source publications The Guide to Blended Learning (2018) and Participant Experience in an Inquiry-Based Massive Open Online Course (2022). Martha is an instructor, co-designer, and researcher for the open online courses Designing Communities of Inquiry, Blended Learning Practice. and Leading Change for Teaching and Learning in a Digital World. In 2019 Martha received an Honorary Doctorate from Mid-Sweden University and served as a member of the Advisory Group for Digital Literacy with the B.C. Ministry of Advanced Education in 2021-2022. She was Virtual Educator in Residence at the National University of Singapore in Fall, 2022 and is currently Visiting Professor of Pedagogy at Mid-Sweden University.
Sangrá, A., & Cleveland-Innes, M. F. (2020). Leadership in a new era of higher distance education. In An introduction to distance education (pp. 149-167). Routledge.
Matheos, K., & Cleveland-Innes, M. (2018). Blended learning: Enabling higher education reform. Revista Eletrônica de Educação, 12(1), 238-244.
Orr, T., & Cleveland-Innes, M. (2015). Appreciative leadership: Supporting education innovation. International review of research in open and distributed learning, 16(4), 235-241.
Cleveland-Innes, M. (2012). Who needs leadership? Social problems, change, and education futures. The International Review of Research in Open and Distributed Learning, 13(2), 232-235.
Workman, T., & Cleveland-Innes, M. (2012). Leadership, personal transformation, and management. The International Review of Research in Open and Distributed Learning, 13(4), 313-323.
Cleveland-Innes, M. F., & Sangra, A. (2010). Leadership in a new era of higher distance education. In An introduction to distance education (pp. 239-259). Routledge.
Senior Professor Shironica P. Karunanayaka of the Open University of Sri Lanka is a firm believer in the principles of teaching and learning as foundational for online education. Her research into ICT in education, learning experience design, and OER and OEP now extend into a role as a Commonwealth of Learning Chair, following an academic career of almost 30 years in open and distance education.
Karunanayaka, S. P. (2023). Blending innovative pedagogy and technology for capacity development of educators during the pandemic. Journal of Learning for Development, 10(1), 24– 37. https://jl4d.org/index.php/ejl4d/article/view/783
Karunanayaka, S. & Naidu, S. (2017). Impact of integrating OER in teacher education at the Open University of Sri Lanka. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South. (pp. 459–498). African Minds, IDRC & ROER4D. https://doi.org/10.5281/zenodo.600398
Karunanayaka, S. P., & Naidu, S. (2021). Impacts of Authentic Assessment on the Development of Graduate Attributes. Distance Education, 42(2), 231-252. https://doi.org/10.1080/01587919.2021.1920206
Karunanayaka, S. P., & Naidu, S. (2020). Ascertaining impacts of capacity building in open educational practices. Distance Education 41(2), 87-109, DOI: https://doi.org/10.1080/01587919.2020.1757406
Naidu, S., & Karunanayaka, S.P. (2020). Orchestrating Shifts in Perspectives and Practices about MOOC Design. In Ke Zhang, Curtis J. Bonk, Thomas C. Reeves, and Thomas H. Reynolds (Eds.) MOOCs and open education across emerging economies: Challenges, successes, and opportunities. (pp. 72-80). Routledge. https://doi.org/10.4324/9780429398919
Professor Santosh Panda is Professor of Distance Education since 1997 and Director, Staff Training & Research Institute, Indira Gandhi Open University, India. A former Fulbright Scholar, he has been visiting professor around the globe, has multiple publications, and currently edits the Scopus-indexed Journal of Learning for Development (https://jl4d.org/index.php/ejl4d). He has been the Chief of National Teacher Education Regulatory Council, Government of India; was head of Policy & Research at the Association of Indian Universities; and Director of Centre for Flexible Learning at the University of South Pacific. Santosh is a tireless advocate for blended learning, drawing on proven practices.
Panda, S. & Santosh, S. (2017). Faculty perception of openness and attitude to open sharing at the Indian National Open University. International Review of Research in Open and Distributed Learning, 18(7). https://www.irrodl.org/index.php/irrodl/article/view/2942
Adhya, D. & Panda, S. (2022). Teacher educators’ attitude towards technology-enabled learning and its incorporation into teaching-learning during and post-pandemic, Educational Media International, 59(2), 131-149. https://doi.org/10.1080/09523987.2022.2101204