1,721,082 research outputs found
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An introduction to rethinking learning for a digital age
No full textRethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners’ experiences of learning are changing and raises important challenges to the educational status quo. [from book abstract
Design principles for learning with mobile devices
Full text linkThe chapter highlights some environmental and societal changes that have occurred since the authors contributed chapters on this topic to previous editions of this book. The role of design in relation to learning technology developments is considered, with a focus on design for learning that is personalized, situated, authentic and informal. Design of content, activities, communities, and communication is discussed. The ten design principles proposed by the authors take account of the characteristics of mobile technologies and consider the social context into which they are appropriated. The design principles recognize the centrality of learners with their personal technologies and their preferences, experiences and expectations, alongside the unique nature and added value of mobile learning, and the idea that mobile learning is synonymous with unpredictability and constant change. The principles are likely to have wider applicability beyond mobile learning as personalized, situated, authentic and informal learning becomes the norm
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Designing for practice: practicing design in the social sciences
No full textAbout the book: Incorporating a variety of contexts – face-to-face, self-directed, blended and distance learning modes – this book examines different perspectives on effectively designing and delivering learning activities to ensure that future development is pedagogically sound, learner focused and accessible. It considers key topics including:
specific activities for achieving learning outcomes
classifies and clarifies technologies’ uses for learning and role in educational design
current systems and future developments
learners’ competencies and approaches
designing for mobile technologies
practitioner development
sustainability, organisational barriers and learning communities
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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The influence of open resources on design practice
No full textCritical examination and explanation of the influence of open resources, in particular the use of open licenses on learning design practice. It considers the transition from 'traditional' open learning towards new OER-based practice, including the emergence of MOOCs
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Design principles for mobile learning
No full textMobile technologies have been widely appropriated for social and informal activities, some of which are educational. Designing for mobile learning provides a glimpse of what designing for the future could be - where education is no longer 'designed and delivered' to a group of learners in an expected, defined context, but where each individual engages in their own learning, through their own devices, from their own setting and on their own terms. This chapter lays out how design principles need to evolve to support educators to design content, activities, communications and spaces for such a context
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