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The resources, examples and links on these pages are intended to support you – the reflective practitioner. If you have found out something interesting relating to ICT and education, please send your write up of your research to us at researchdesk@becta.org.uk.Read the Full Story
This study aimed to determine the factors that affect students’ preferences regarding tutorial modes. A learning-habit inclinations questionnaire (LHIQ) was constructed and administered to 288 students. Factor analysis revealed four factors: “time management,” “ease of access” to learning materials, “positive aspects of interaction,” and “negative aspects of interaction.” Seven satellite-based synchronous tutorials were delivered to […]
AbstractUsing Wittgenstein’s (1953, 1969) language game framework, we analyze the evolution of an online discussion forum of information systems professionals in India. Three major dimensions of the forum’s language game are documented: roles, social identity, and linguistic style. Our analysis shows how rules of linguistic interaction emerge around these three dimensions and help to shape […]
Abstract:Context:Chapter 5 of the Learning Design book describes the operational model of a learning design engine based on the concept of finite automata with output alphabet. We rely on this event concept to include pre-existing learning tools in flexibe and rich learningdesigns. Contribution: We sketch an approach for the integration of complex learning environments in […]
Abstract: IMS Learning Design (LD) has been presented as the EML standard. We propose a methodology to achieve an evaluation benchmark for LD and EMLs based on the identification of perspectives and patterns. We consider a perspective as a feature of an EML with a specific purpose which can be analyzed independently. For each identified […]
Abstract: One way to develop effective online courses is the use of learning design patterns, since patterns capture successful solutions. Pedagogical patterns are commonly created by human cognitive processing in “writer’s workshops”. We explore two ideas; first whether IMS Learning Design is suitable for detecting patterns in existing courses and secondly whether the use of […]
1 PrefaceThe Valkenburg GroupIn March 2002, thirty-three experts in e-learning from four continents met each other for the first time in Valkenburg aan de Geul, a small village in the south of The Netherlands. Since then, the group, referred to as the Valkenburg Group, has met several times at different locations to explore how to […]
AbstractIn the K-12 education sector, learning objects are seen as important in providing quality resources for teachers and learners but there has been little formal research on the assessment of learning objects based on the qualities that would be important for K-12 teachers. In this paper we describe the developments in the K-12 sector, the […]
As the number of students enrolling in Internet-based or online instruction grows, so do questions from educational leaders, policymakers, college and university presidents, members of governing boards, and legislators regarding cost (Johnstone, 2001). This situation is not unique to the United States.Read the Full Story
This study articulates the construct of social presence and develops a social presence questionnaire for examining online collaborative learning with tests for reliability and validity. Questionnaire items were developed by revising the social presence questionnaire developed by Picciano in 2002 as well as eviewing research in the literature of computer support for cooperative systems (CSCW). […]