Technology Enhanced Learning

A challenge to web accessibility metrics and guidelines: putting people and processes first

by Sarah Lewthwaite

Cooper, M., Sloan, D., Kelly, B. and Lewthwaite, S., 2012. A challenge to web accessibility metrics and guidelines: putting people and processes first. In: W4A 2012: 9th International Cross-Disciplinary Conference on Web Accessibility, 16-18 April 2012, Lyon.

This paper argues that web accessibility is not an intrinsic characteristic of a digital resource but is determined by... more This paper argues that web accessibility is not an intrinsic characteristic of a digital resource but is determined by complex political, social and other contextual factors, as well as technical aspects which are the focus of WAI standardisation activities. It can therefore be inappropriate to develop legislation or focus on metrics only associated with properties of the resource.

The authors describe the value of standards such as BS 8878 which focus on best practices for the process of developing web products and include a user focus.

The paper concludes with a case study that illustrates how learning analytics could provide data to support the improvement of the inclusivity of learning resources, providing a broader perspective beyond the digital resource.

Effects of virtual opponents in video game on students with different fluency

by Barry Lee Reynolds

Wu, F. S.H., Cheng, H. N.H., & Reynolds, B.L. (2008). Effects of Virtual Opponents in Video Game on Students with Different Fluency. Proc. of 2008 International Conference on Computers in Education (pp. 761-765). Jhongli: Asia-Pacific Society for Computers in Education.

Many researchers are concerned about the effects of video games on learning, especially the games with virtual... more Many researchers are concerned about the effects of video games on learning, especially the games with virtual opponents; therefore, the main purpose of this paper is to investigate the possible impacts. The authors designed Forest Defense, a digital game for practicing mental arithmetic, with two modes: training and challenge modes. In the challenge mode, students have to face virtual opponents which have not been shown in the training mode. A preliminary experiment was conducted to examine the effects of the challenge mode in Forest Defense. The results showed that virtual opponents did not influence the accuracy of the high-ability students, but significantly decreased the accuracy of the low-ability students. The results also suggested that if practicing more, the low-ability students were more able to face virtual opponents.

Conceptualização de um Personal Academic Environment (PAE)

by Diogo Casanova

Casanova, D. (2009). Conceptualização de um Personal Academic Environment (PAE). Challenges 09, Braga, Portugal. ISBN 978-972-98456-6-6

A educação tem sofrido mudanças significativas nos últimos anos com o desenvolvimento da tecnologia e com a... more A educação tem sofrido mudanças significativas nos últimos anos com o desenvolvimento da tecnologia e com a facilitação de recursos ao dispor dos alunos e dos docentes. Esta evolução tem trazido novos paradigmas e novas necessidades a todos os actores que participam no processo de ensino e que interagem diariamente com as universidades. Neste artigo procuramos explorar a aplicabilidade de um novo conceito, os PLE, que tem vindo a ser estudado como forma de resolver alguns desafios colocados pelos avanços da utilização da
tecnologia no ensino. Procurar-se-á também simular um ambiente de um Personal Academic Environment (PAE) que congrega as actividades de ensino e aprendizagem com outras actividades com as quais os diversos stakeholders das universidades têm de se debruçar diariamente..

Technology Enhanced Learning in Higher Education: results from the design of a quality evaluation framework

by Diogo Casanova

Casanova, D., Moreira, D. & Costa, N. (2011). Technology Enhanced Learning in Higher Education: results from the design of a quality evaluation framework. Procedia - Social and Behavioral Sciences, 29, 893-902. (ISSN 1877-0428). (http://www.sciencedirect.com/science/article/pii/S1877042811027807)

This paper presents an ongoing research that deals with the development of a quality framework of reference for... more This paper presents an ongoing research that deals with the development of a quality framework of reference for Technology Enhanced Learning in Higher Education. We will present the design of the methodology used for building our framework linked to a collection of internal and external references. We will also present criteria derived from this data collection phase. We will set landmarks for discussing what determines quality in Technology Enhanced Learning and what dimensions must be considered to evaluate its quality.

Bridging the Gap Between Knowledge Management and E-Learning With Context-Aware Corporate Learning

by Andreas Schmidt

Context-Aware Workplace Learning Support: Concept, Experiences, and Remaining Challenges

by Andreas Schmidt

Socially-Aware Informal Learning Support: Potentials and Challenges of the Social Dimension

by Andreas Schmidt

Characterizing Knowledge Maturing: A Conceptual Process Model for Integrating E-Learning and Knowledge Management

by Andreas Schmidt

Although both e-learning and knowledge management are about facilitating learning in organization, the major obstacle... more Although both e-learning and knowledge management are about facilitating learning in organization, the major obstacle to bring both of them together can be traced back to different paradigms of learning, resulting from the different nature of the knowledge they are dealing with. In this paper, a knowledge maturing process is presented to illustrate the change of nature and the discontinuities. This lays the foundation for a better understanding. In order to overcome the discontinuities, the consideration of context is proposed, which offers the required continuity.

Dyscalculia: From Brain to Education

by Diana Laurillard

With Brian Butterworth and Sashank Varma

Recent research in cognitive and developmental neuroscience is providing a new approach to the understanding of... more Recent research in cognitive and developmental neuroscience is providing a new approach to the understanding of dyscalculia that emphasizes a core deficit in understanding sets and their
numerosities, which is fundamental to all aspects of elementary school mathematics. The neural bases of numerosity processing have been investigated instructural and functional neuroimaging studies of adults and children, and neural markers of its impairment in dyscalculia have been identified. New interventions to strengthen numerosity processing, including adaptive software, promise effective evidence-based education for dyscalculic learners.

Facilitating Adoption of Web Tools for Problem and Project Based Learning Activities

by Md. Saifuddin Khalid

Md. Saifuddin Khalid, Nikorn Rongbutsri, Lillian Buus
Published in the proceedings of Networked Learning Conference (NLC) 2012, held during 2-4 April, 2012; presented at the venue Maastricht School of Management, Maastricht University, Netherlands.

This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for... more This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation, which is mostly absent. Sustainable adoption might be facilitated based on tool appropriation with activities associated with courses and projects. Our mapping of different tools in a framework is reported based on interviews, observations, narratives and survey. A direction towards facilitation process for adoption is discussed as part of future scope of work.

The use of computer-based assessments in a field biology module

by Glenn Baggott

Towards a New Digital Historicism? Doing History in the Age of Abundance

by Andreas Fickers

This article argues that the contemporary hype in digitization and dissemination of our cultural heritage – especially... more This article argues that the contemporary hype in digitization and dissemination of our cultural heritage – especially of audiovisual sources – is comparable to the boom of critical source editions in the late 19th century. But while the dramatic rise of accessibility to and availability of sources in the 19th century went hand in hand with the development of new scholarly skills of source interpretation and was paralleled by the institutionalization of history as an academic profession, a similar trend of an emerging digital historicism today seems absent. This essay aims at reflecting on the challenges and chances that the discipline of history – and the field of television history in particular – is actually facing. It offers some thoughts and ideas on how the digitization of sources and their online availability affects the established practices of source criticism.

ICT as a tool for collaboration in the classroom: Challenges and lessons learned

by Jacob Davidsen

Learning Technology: theorising the tools we study

by Martin Oliver

British Journal of Educational Technology (Early View), DOI: 10.1111/j.1467-8535.2011.01283.x

This paper identifies a significant gap in existing work within the field of educational technology—the failure to... more This paper identifies a significant gap in existing work within the field of educational technology—the failure to explain technology theoretically—and proposes an agenda for addressing this. While there are discussions of theory within educational technology research, these typically focus on learning. Technology itself is seldom considered, being treated instead as “natural” or given. This is in marked contrast to other fields of study, in which robust theories of technology have been developed. The consequence of this is that technology is treated as if it will cause learning—and when it does not, there is no clear explanation of why. To advance this discussion, two traditions of work theorising technology are introduced—one positivistic, including work on affordance, and the other (largely unrepresented in educational technology) that provides a social account. An example of each is used to analyse a case study, so as to contrast the kind of claims that currently get made about technology with those that we could make. It is argued that adopting a social account of technology would enable richer, better-integrated claims to be made about technology use.

Connecting digital literacy between home and school

by Lyndsay Grant

Designing educational technologies for social justice: a Futurelab handbook

by Lyndsay Grant

Developing the home-school relationship using digital technologies

by Lyndsay Grant

Children’s role in home-school relationships and the role of digital technologies: A literature review

by Lyndsay Grant

Opening Education: Social software and learning

by Lyndsay Grant

With Keri Facer, Martin Owen and Steve Sayers

Researching the realities of social software use: –an introduction

by Lyndsay Grant

With Neil Selwyn