Archive for the ‘Learning Design’ Category

Maori Mentors: Expectations and perceptions

This article is informed by a kaupapa Māori methodology and reports on a “by Māori for Māori” peer mentoring programme. The programme, offered by the College of Business at Massey University, focuses on Māori students who are studying at a distance. We outline the programme and the experiences and perceptions from kanohi ki te kanohi […]

Learners’ reflexivity and the development of an e-learning community among students in China

The experiences of Chinese learners on two e-learning programmes in China were investigated, focusing particularly on the formation of learning communities. Data were collected using a range of instruments to access the learners’ perspectives in depth and detail. Archer’s account of reflexivity as the mediating power between structure and agency is applied to understanding how […]

Portfolio, text, data, page

Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme

E-learning quality depends on sound pedagogical integration between the content resources and lesson activities within an e-learning system. This study proposes that a meaningful learning with technology framework can be used to guide the design and integration of content resources with e-learning activities in ways that promote learning experiences, characterised by five dimensions: active, constructive, […]

Designing for student-facing learning analytics

Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such […]

Narratives of Learning: The Personal Portfolio in the Portfolio Approach to Teaching and Learning

This paper will explore how a portfolio approach to teaching and learning can help the educator incorporate unique forms of reflective practice into his or her daily work. By being able to express ideas more clearly to himself, the educator can better promote the relational construction of knowledge in his educational communities. This paper, as […]

Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time, and objects matter

The purpose of this research was to explore the relationships between design, learning, and translanguaging in a 3D collaborative virtual learning environment for adolescent learners of Chinese and English. We designed an open-ended space congruent with ecological and dialogical perspectives on second language acquisition. In such a space, sense-making is contingent on the relational dynamics […]

The Role of Learner Characteristics in the Adaptive Educational Hypermedia Systems: The Case of the MATHEMA

The aim of this paper is to explore the characteristics of the learners used by the developed adaptive educational hypermedia systems to date to draw conclusions about their relation to the adaptation techniques they use and to be explained the rationale for selecting of the learners’ characteristics used by the adaptive educational hypermedia system MATHEMA […]

Download Report: Informing Progress: Insights on Personalized Learning Implementation and Effects

Informing Progress: Insights on Personalized Learning Implementation and Effects The basic concept of personalized learning (PL) — instruction that is focused on meeting students’ individual learning needs while incorporating their interests and preferences — has been a longstanding practice in U.S. K–12 education. Options for personalization have increased as personal computing devices have become increasingly […]

Developing a typology of mobile apps in Higher Education: A national case-study

Mobile applications (apps) are used in higher education (HE) in a variety of ways, including as learning tools, study organisers, for marketing, and recruitment of new students. Purposed with easing student transition into university life, organiser apps have a capacity to assist students with various aspects of university experience, freeing up time and energy for […]

Myths and Facts About Flipped Learning

The combination of rapidly-accumulating research on the effectiveness of active learning combined with improvements in technology have created an ideal environment for almost any instructor to move their courses from a traditional to a flipped model. Many articles on flipped learning contain misconceptions that can lead potential practitioners into error or away from using flipped […]