ethanporcaro/eric-fulltext-meta huggingface dataset:
Delivering on the E-Learning Promise: A Case for a  Learning Environment that Enables Collaborative Online Problem Solving (COPS)
Author: Edwards, Sylvia Lauretta
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Problem Solving,Problem Based Learning,Learning Processes,Instructional Design,Computer Software,Web Based Instruction,College Instruction,Integrated Learning Systems,Educational Technology,Computer System Design,Program Development,Instructional Development

Research spanning the last thirty years confirms that people learn better by active enquiry, collaboration and experimental problem solving than by passive reception and acceptance of information. Empirical evidence, as well as the pressing demands of pervasive social and technological change, requires learning and teaching approaches that combine problem centred learning and collaborative learning, and open up possibilities for equitable participation in real-world learning. This paper mounts a theoretical and pedagogical case for such an approach by examining the developmental work being conducted in this area at Queensland University of Technology (QUT). It argues for a collaborative online problem solving environment (known colloquially as COPS) that will combine the problem-centred and collaborative dimensions of learning. The developmental work of COPS seeks to go beyond current online learning and teaching resources offered by most learning management systems, to provide a framework and system to create and deploy environments where teams of student learners can collaborate, engage, grapple with and seek to make sense of authentic problems within an online environment. It seeks to do so by creating problem-centred &quot;learning designs&quot; that can be integrated with face to face teaching to bridge the gap between the classroom and real world experience. (Contains 5 figures.)
An Academic Integrity Approach to Learning and Assessment Design
Author: Hamilton, Margaret
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Plagiarism,Student Evaluation,Cheating,Integrity,Vocational Education,Educational Resources,Ethics,Educational Assessment,Problem Solving,Creativity,Student Projects,Active Learning,College Students,Computer Uses in Education,Computer Software,Information Technology,College Instruction,Teaching Methods,Evaluation Methods,Instructional Design,Computer Science Education

In this paper, we discuss the role of the educator in terms of designing a learning environment for the student which encourages the student to develop their own academic integrity. In such an environment, there is no need for the student to resort to plagiarism, as the learning and assessment tasks are not conducive to cheating, being unique and challenging for each student, regardless of the number of students enrolled in the particular course. We consider the learning design approach to assessment in the context of high-level vocational education. Educational resources are designed to support work-based knowledge and personal development capabilities. Educators assess to provide for professions, work contexts and individual learning needs. The major focus of this paper is discussion of the design of learning approaches and assessment tasks that disenable plagiarism and cheating, and promote problem-solving skills, academic integrity and creativity. (Contains 1 table.)
Designed and User-Generated Activity in the Mobile Age
Author: Kukulska-Hulme, Agnes
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,Student Role,Teacher Role,Educational Trends,Instructional Design,Computer Mediated Communication,Internet,Handheld Devices,Mobility,Social Networks,Computer Use,Influence of Technology

The paper addresses the question of how to design for learning taking place on mobile and wireless devices. The authors argue that learning activity designers need to consider the characteristics of mobile learning; at the same time, it is vital to realise that learners are already creating mobile learning experiences for themselves. Profound changes in computer usage brought about by social networking and user-generated content are challenging the idea that educators are in charge of designing learning. The authors make a distinction between designed activity, carefully crafted in advance, and user-generated activity arising from learners' own spontaneous requirements. The paper illustrates what each approach has to offer and it draws out what they have in common, the opportunities and constraints they represent. The paper concludes that user-generated mobile activity will not replace designed activity but it will influence the ways in which designed activity develops. (Contains 1 table.)
Designing for Reflective Practice in Legal Education
Author: McNamara, Judith
Date: 2007-00-00
Type: Journal Articles
Subjects: Legal Education (Professions),Learning Experience,Reflective Teaching,Instructional Design,Reflection,Theory Practice Relationship,Transformative Learning,Instructional Effectiveness,Educational Practices,Educational Principles,Educational Strategies

Including reflective practice in tertiary learning design is one way of working towards making effective learning possible for students. This article considers how elements of reflective practice in teaching delivery and assessment have been successful in satisfying principles of effective teaching in the context of the study of law at first year level. The article also critically considers how some of the theoretical perspectives on reflective practice do not always resonate with the real learning experience of students, and makes suggestions in terms of addressing these issues, particularly in relation to assessment.
Reflexive Practice: To Enhance Student Learning
Author: Roebuck, Joanne
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Law Students,Reflection,Learning Processes,Learning Activities,Evaluation Criteria,Assignments,Educational Change,Instructional Innovation,Instructional Design,College Instruction,Program Development,Instructional Development,Legal Education (Professions),Law Schools,Program Descriptions,Teaching Methods

This paper reports on the use of reflexive practice activities designed to enhance learning for first year law students at James Cook University, Australia. The paper considers various aspects of student learning and explores connections between reflexive practice and concepts such as deep learning, understanding, motivation and engagement, and identifies abilities developed by reflexive practice. The paper explores terms such as reflection, reflexivity and reflexive practice, and provides a context, justification and rationale for incorporation of reflexive practice in university curriculum to enhance learning. A description of reflexive practice, informed by Prpic (2005) and adapted for student learning is offered. Learning activities which incorporate reflexive practice are described and potential problems are highlighted. (Contains 1 table.)
Representing Authentic Learning Designs Supporting the Development of Online Communities of Learners
Author: Oliver, Ron
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Instructional Design,Educational Technology,Learning Strategies,Communities of Practice,Vocational Education,Preservice Teacher Education,Stakeholders,Facilitators (Individuals),Computer Mediated Communication,Discussion Groups,Internet,Web Based Instruction,College Instruction,Cooperative Learning,Instructional Development,Educational Resources,Course Descriptions,Online Courses,Distance Education,Web Sites

Authentic learning designs have been explored for some time now and have frequently been shown to provide learning settings that provide many meaningful contexts for learning. These meaningful contexts provide not only encouragement for students to learn but also a raft of learning enhancements including higher-order learning and forms of learning support. The establishment of a sense of community among learners creates support mechanisms that can readily enhance learning outcomes. This paper describes several technology facilitated authentic learning designs that involve the development and support of learning communities. The learning designs are represented in several forms to provide an overview of the various elements in the learning setting and to indicate the learning and teaching strategies associated with the community development and support. The paper illustrates the different purposes learning design representations can serve and argues the need for further research, in particular, design-based research, to develop standard forms of representations that can be widely used to provide descriptions that support discovery and reuse. (Contains 3 tables and 4 figures.)
A Critique of Generic Learning Outcomes
Author: Brown, Stephen
Date: 2007-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Museums,Learning Experience,Cultural Background,Instructional Design,Libraries,Archives,Educational Environment,Learning Activities,Informal Education,Outcomes of Education,Educational Objectives,Exhibits,Educational Media,Teaching Methods,Foreign Countries

Generic Learning Outcomes (GLOs) are intended to enable cultural heritage organisations to be aware of the effectiveness of the environment for learning that they provide and to provide quantitative evidence of the impact of museums libraries and archives on learning, nationally. This paper presents a logical critique of their strengths and limitations and proposes an alternative approach to assessing learning impact in lifelong learning contexts based on the five key learning activity types defined by Laurillard. GLOs are subjective, post hoc measures of factors only indirectly related to learning. Using Laurillard's framework, the variety and the heterogeneity of the informal lifelong learner group can be comfortably accommodated by a small number of learning experience types that can provide the foundation for specific &quot;predictive&quot; learning outcomes. So the risk of developing learning activities that do not work well can be avoided. (Contains 1 table and 1 figure.)
Visualization of Learning Scenarios with UML4LD
Author: Laforcade, Pierre
Date: 2007-00-00
Type: Journal Articles
Subjects: Instructional Design,Models,Courseware,Computer System Design,Visualization,Human Factors Engineering,Vignettes,Programming,Programming Languages,Engineering Technology,Computer Graphics,Barriers,Experimental Programs

Present Educational Modelling Languages are used to formally specify abstract learning scenarios in a machine-interpretable format. Current tooling does not provide teachers/designers with some graphical facilities to help them in reusing existent scenarios. They need human-readable representations. This paper discusses the UML4LD experimental research work in relation to the graphical representation of abstract learning scenarios. We discuss the benefits teachers/designers can expect to reach as well as some scientific and/or technical obstacles researchers have to overcome to realize such models transformation. Our experiment concretely concerns the automatic generation of UML activity diagrams from IMS-LD learning scenarios. (Contains 1 table and 6 figures.)
Reality versus Authenticity: Mapping the Scaffolding Needs for Teaching Intellectual Skills for Working in Television
Author: McKee, Alan
Date: 2007-00-00
Type: Journal Articles
Subjects: Production Techniques,Television,Television Curriculum,Video Technology,Multimedia Materials,Scaffolding (Teaching Technique),Skill Development,Course Descriptions,Program Descriptions,Models,Instructional Design,Student Projects,Concept Mapping,Educational Needs

A number of elements of scaffolding are identified that contribute to the operationalization of real world video production projects as authentic learning environments in which students can learn the intellectual television production skills necessary for working in the television industry. Three key elements are identified. Firstly projects must be smaller in scale than "expressive-art" video production projects, to allow for staff involvement in areas of production such as working with clients, identifying audiences and preparing a number of cuts. Secondly, before students become involved, staff must clearly identify the stakeholders from the client organisation and the university, their roles and responsibilities, deadlines, resource availability, and conflict resolution procedures. Thirdly, staff must take on some level of producing responsibility on the projects.
Contemporary Approach to Writing Non-Linear Online Learning Resources
Author: Turner, Margaret
Date: 2007-00-00
Type: Journal Articles
Subjects: Concept Mapping,Sentences,Word Processing,Electronic Learning,Instructional Design,Internet,Writing Processes,Writing Strategies,Academic Discourse,Teacher Developed Materials,College Faculty,College Instruction,Guidelines,Visual Aids,Computer Software,Web Based Instruction,Hypermedia

Many academics continue to approach the multi-path and multi-voiced capacity of the Internet's networked nodal structure as if it were a book with pages and paragraphs and sentences that flow together in one direction to make a whole. A different approach to that of traditional writing, is required to make effective use of the distinctive communicative opportunities offered by networked media. Reconsidering the use of the familiar concept maps is one example. The mapped content can be transferred into table cells in a word processor document rather than into paragraphs. In this way the content author is guided into a non-linear jump-style of writing where meaningful connections are made in multiple directions; a style that is typical of networked media. The purpose of this paper is to provide an introduction to an alternative approach to developing content for learning resources. (Contains 5 figures.)
1st, 2nd and 3rd Generation Implementations of an eLearning Design: Re-Use from Postgraduate Law to Block/Online Engineering Course
Author: Lambert, Sarah
Date: 2007-00-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Distance Education,Courseware,Computer System Design,Delivery Systems,Design Requirements,Recycling,Electronic Learning,Technology Uses in Education,Engineering Education,Program Implementation,Legal Education (Professions),Foreign Countries

In order to meet the demands of postgraduate students who were time poor and unable to regularly attend face-to-face classes, one lecturer in the Faculty Law at the University of Wollongong (UOW) sought the assistance of a Learning Designer to redesign the Postgraduate Practical Legal Training (PLT) program into a flexible blended learning format, using a block/online approach. The program used an authentic workplace-simulated model that took advantage of emerging technologies to enable effective online teaching and learning. This learning design was reused to redesign two subjects within the Postgraduate Engineering Management course. To monitor the effectiveness of this approach and to ensure quality in teaching and learning the Engineering program was evaluated, with positive results. (Contains 6 figures.)
An Instructional Design Course for Clinical Educators: First Iteration Design Research Reflections
Author: Blake, Adam
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Instructional Design,Research Methodology,Educational Principles,Educational Theories,Student Evaluation,Scoring Rubrics,Course Evaluation,Faculty Development,Computer Assisted Instruction,College Faculty,College Instruction,Instructional Development,Needs Assessment,Course Content,Course Descriptions,Clinical Teaching (Health Professions),Medical Education,Distance Education,Online Courses,Guidelines,Pretests Posttests,Questionnaires

This paper describes the theoretical foundations of an online course to teach clinical educators how to convert a traditional face-to-face course for either flexible or distance delivery. We describe the design research approach to the creation of the course and the pedagogical theory behind the course development. We also present the details of the research project that we will be running including the rationale for the research, the research hypothesis and the research methodology. In concluding we give a brief outline of our experience of teaching the course for the first time. (Contains 3 tables and 10 figures.)
College Students' Perceptions of Learning and Knowledge Transfer in Problem-Based Video Instruction: A Case Study
Author: Choi, Hee Jun
Date: 2007-00-00
Type: Journal Articles
Subjects: College Students,Group Discussion,Student Attitudes,Special Education,Education Courses,Problem Based Learning,Instructional Effectiveness,Instructional Design,College Instruction,Grounded Theory,Interviews,Case Studies,Video Technology,Educational Technology

The purpose of this study was to investigate college students' perceptions of learning and knowledge transfer in problem-based video instruction. To achieve this purpose, this study compared students' interview data of learning and knowledge transfer in problem-based video instruction (PBVI) that was produced for an undergraduate course of the special education field with those in two other kinds of instruction: (a) problem-based text instruction (PBTI) and (b) problem-based video instruction without group discussion (PBVI w/o GD) by using the constant comparison method. This study implies that the use of video in problem based instruction can positively affect college students' perceptions of learning and knowledge transfer and that group discussion should be carefully structured in order to improve its effectiveness in problem-based instruction.
Experiential Placements: Dissemination and Stakeholder Engagement for Curriculum Planning Action to Prepare Future Pharmacy Professionals
Author: Owen, Susanne
Date: 2009-00-00
Type: Journal Articles
Subjects: Pharmaceutical Education,Curriculum Development,Pharmacy,Experiential Learning,Partnerships in Education,Job Placement,Science Course Improvement Projects,Competency Based Education,Models,Stakeholders,Change Strategies,Educational Change,Knowledge Management,Participation,Foreign Countries,Instructional Development

Preparing graduates for the professions is increasingly recognised as involving a partnership approach to curriculum design, implementation and evaluation. Experiential placements play a critical role in developing discipline-specific knowledge and skills and also generic professional dispositions including relationships, communication, problem solving and creativity. This involves academics, workplace supervisors and students in being clear about the outcomes of the learning process and taking responsibility for various aspects. The &quot;Experiential Placements in Pharmacy&quot; research project was conducted during 2007 with the aim of documenting current practice in Australian university pharmacy school experiential placement programs. This paper describes collaborative work between researchers, university academics and practitioners to determine future directions for the project towards improved curriculum planning and developing graduated descriptors related to professional competency outcomes. We describe the approach used to disseminate research recommendations and to gain input into the project and give a brief outline of the eventual action which is being implemented to further improve curriculum planning for the experiential learning environment for Australian pharmacy students. (Contains 1 table.)
Sharing the Journey of Facilitator and Learner: Online Pedagogy in Practice
Author: Reushle, Shirley
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Online Courses,Transformative Learning,Teaching Methods,Graduate Study,Theory Practice Relationship,Adult Learning,Education Courses,Performance Based Assessment,Student Evaluation,Instructional Design,College Faculty,College Instruction,Course Descriptions,Virtual Classrooms,Facilitators (Individuals),Teacher Role,Educational Principles

Two perspectives are used to reflect on the learning design of a postgraduate online course--that of the designer/facilitator and that of the learner. While the course focus is on online pedagogical approaches, the main aim is to connect learners with each other and with the facilitator so that together they may investigate, trial, challenge and formulate ideas about online pedagogy. The design is influenced by the principles of transformative learning where the concept of a &quot;dilemma&quot; leads to disorientation and then to learning. Learners are presented with a number of educational dilemmas, given a process for addressing those dilemmas and are required to authentically demonstrate how principles and practices can be applied to enhance online learning and teaching. The design addresses the theory/practice nexus and illustrates that research is best situated in real world contexts, and effective practice should be framed and informed by research. (Contains 2 tables.)
Designing Ready to Deliver Units of Learning: A Case Study
Author: Maina, Marcello
Date: 2009-00-00
Type: Journal Articles
Subjects: Instructional Design,Educational Technology,Case Studies,Engineering Technology,Media Adaptation,Instructional Development,Program Descriptions,Program Design,Delivery Systems,Technology Uses in Education

The field of instructional design and technology has always evolved and grown, translating new knowledge in the learning and cognitive sciences into instructional principles, increasingly incorporating technological innovations into the design of educational solutions, and adapting to social changes (Reiser, 2007; Tennyson, 2005). The "learning object" paradigm, which mainly emerged out of economical and technological concerns, was first developed within the field of software engineering, but is significantly gaining the attention of researchers and practitioners in the field of education at large. Even though this perspective is affecting instructional design practices, still little is known about well-structured methods enabling the support of instructional design processes oriented in this way. We present here a case study, which is part of ongoing doctoral research, and aims to provide a robust instructional design method for the production of learning designs compliant with the IMS LD specification. Our work focuses on the adaptation of an instructional engineering method known as MISA. (Contains 6 footnotes and 5 figures.)
Reframing Narrative Cases for Ill-Structured Contexts: The Design with Learners in Mind
Author: Chen, Ching-Huei
Date: 2009-00-00
Type: Journal Articles
Subjects: Models,Problem Solving,Problem Based Learning,Cognitive Style,Learning Strategies,Instructional Design,Educational Strategies,Educational Psychology,Protocol Analysis,Cognitive Processes,Case Method (Teaching Technique),Interviews,Student Attitudes,Narration

This study reviews theories supporting the construction of student knowledge and found they rely upon theoretical operations with few pragmatic applications. A new paradigm of learning needs to emerge which focuses on how students actually construct their own knowledge, based on reconstructing current/past knowledge or experience, and their interpretation of the world. Such a paradigm implies ways that would enable educators to facilitate students' problem solving, and gears to help students construct hypotheses, select and transform information, and finally make decisions. Implications for designing effective narrative cases for ill-structured problem solving are discussed. (Contains 1 table.)