Building on many years of experience in producing and delivering OU modules, I chair the module team for the masters module H880 Technology-enhanced learning, a 60 credit (30 ECTS credits) masters module in our Online and Distance Education programme. I previously chaired H817 Openness and innovation in elearning which has now completed its final presentation. In addition, I help run this programme through staff tutor and assessment responsibilities. My contribution to teaching also includes supporting faculties in areas of learning analytics. Primarily through supporting projects in the University's Scholarship Centres, and in particular, PRAXIS, the Scholarship Centre for the Faculty of Arts and Social Sciences (FASS) by providing analyses and reflection that enables colleagues to better pursue the enhancement of their curriculum and the student experience.
My research and scholarship interests call on extensive experience of working across faculties and University units, and centres on methods to better structure and understand student study pathway and experience data (Edwards, 2017; Rienties et al, 2018; Clow et al, 2019). This links well with the Erasmus+ Complex Trajectories project that I am currently working on. Previously, my research activity was directed towards the TeSLA project, which explored the use of e-authentication tools within online student assessment (Edwards et al, 2018 (a) and (b); Edwards et al, 2019; Okada et al, 2019). Also, The MOVEME project, also called 'MOOC Italiano Inglese in Tandem', in the project section (Perez-Cavana and Edwards, 2017).
Biography
Chris is a senior lecturer in the Institute of Educational Technology IET and chairs the masters module ‘H880 Technology-enhanced learning’, one of the University's first modules to be delivered through the FutureLearn platform as part of the exploration of how new approaches can benefit OU students and learners. He is one of the authors of ‘H819 The critical researcher: educational technology in practice’ both are modules in the Masters in Online and Distance Education programme (MAODE). He has also written and taught on a FutureLearn MOOC to develop international students academic English, provides learning analytics support to faculties, and has held institutional responsibilities for the Stage-gate process and for scrutiny and use of learning outcomes.
Whitelegg, Elizabeth and Edwards, Chris (). Beyond the laboratory: learning physics in real-life contexts. In: Behrendt, Helga; Dahncke, Helmut; Duit, Reinders; Graber, Wolfgang; Komorek, Michael; Kross, Angela and Reiska, Priit eds. Research in science education: past, present and future Dordrect, Netherlands: Kluwer Academic Publishers, pp. 337-342.
