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We would all like students to come to learning activities well prepared, and this is particularly the case with laboratory sessions. Given the often tight University timetable, students should come to lab with an awareness of what they will be doing and having reviewed earlier relevant laboratory learning. This preparedness means that valuable and limited laboratory time will not be squandered and...
In this presentation, I will share my experiences in the use of interactive media used in engineering education. The traditional concept of engineering education is based on the presentation and derivation of mathematical concepts followed by example solutions presented in the classroom. As a result, students are commonly passive and tend not to participate if classroom discussions. To introduce a...
The efficacy of online modules have been found to be the same as face-to-face traditional classrooms. Additionally, blended learning approaches that holistically and coherently combined the best of both, has been found to be considerably more effective than either. This was the conclusion of a 2010 meta-analysis study∗ conducted by the US Department of Education. With good learning design centering...
My course aims towards a conceptual understanding of biological evolution. I use animal behavior as a tool to teach evolutionary processes. Undergrad students in my school can often describe natural selection in sufficient detail. Yet, I frequently encounter misconceptions (e.g. “survival of fittest one” or “social life is more evolved than asocial life”), suggesting lack of coherent understanding...
Many recent technologies provide the ability to dynamically adjust the interface depending on the emerging cognitive and collaborative needs of the learning episode. Based on a three-semester design-based research study this paper explores how dynamic design can be used to provide learning environments that enable more effective collaboration and representation of information. The analysis culminates...
It is important for today's students to have skills to adequately equip them for working in the 21st Century. Students also have a high rate of ownership of various kinds of technologies including mobile devices. It is important to engage students in their lectures when they are studying in higher education and getting students to use their own mobile devices is one way of doing this. Research suggests...
Research in the field of Learning Design has evolved over the years with researchers influencing each other while working individually or in collaborative groups. This presentation provides an update on a project that explores the relationships between publications and authors during the research activities conducted in the past decade in the field of Learning Design. The project uses the references...
The aim of this study was to facilitate the use of good quality learning designs across the higher education sector by identifying those with inter-disciplinary potential. An initial survey sought to determine what learning designs lecturers were currently using, how typical they thought the use of these designs were in their discipline and whether their use had an established history in that discipline...
This presentation reports on a study in progress, which evaluates the feasibility and effectiveness of implementing the de Bono LAMS sequences into first-year Teacher Education units. It presents initial student engagement data and explores teacher and student perceptions. The preliminary findings show that students' willingness to engage with non-assessed educationally purposeful learning activates...
This presentation will share the e-Learning mission of the University, the experience in implementing various e-Learning initiatives such as Project Transformer, Project X-Space, Project ReWIND as well as the results of the implementation.
Teaching and learning is changing from what students need to what students want to achieve personally, from textbooks to online aggregated resources, from classroom to cloud. Innovative changes free the teacher to rethink the "classroom." Join the discussion around: Collaboration, Project management, Textbook replacement, Online feedback, Rubrics, Rapid agile iteration
At the University of the Free State (UFS) in South Africa, professional development is characterised by its focus on the advancement of scholarly teaching in the disciplines. Practices followed are informed by the scholarship of teaching and learning movement. Within learning communities special attention is given to the motivational conditions for optimal development, which are intentionally and...
The Larnaca Declaration on Learning Design (www.larnacadeclaration.org) provides a new summary of the theory, history and purpose of the field of Learning Design, based on discussions among experts over several years. It explores the foundational concept of a descriptive language for teaching and learning activities, and the related central concepts of guidance/advice and sharing. It places these...
The field of Learning Design now has an interesting challenge. With the prominence of MOOCs and the related field of Learning Analytics, there is an expectation that learning technology will now be able to solve the problem of the worldwide demand for higher education (currently estimated as ∼ 100m per year). This is a problem that all of us in LD recognise and probably share as being the most important...
We know how to design meaningful learning experiences for our students; this knowledge is as old as formal education. For a very long time, we also have had an increasing range of excellent tools that are constantly improving. So why do our institutional web logs show remarkable little engagement with active and interactive learning designs? The answer to this question is complex, and this presentation...
Personalisation agendas and strategies emphasised that the learning process should begin with the learner and from this evolved the promotion of the learner voice — the learner's ability to influence decisions affecting them. This has led to a varied implementation of personalised learning environments and provided a context for assessing their capabilities. Engagement in this context suggests that...
“we-Learning” as the conference theme, is a social design challenge for those working with new learning environments. As we are presented with new tools, it is difficult to avoid the opportunities they support: we can share and collaborate without the monolithic requirements of a content/ learning management system, we can mutually support each other as learners in MOOCs through access to common resources...
Humans are fundamentally social beings; we learn and develop through dialogue and interaction with others. Today's digital landscape offers a rich variety of ways in which we can communicate and collaborate with others. In other words, ‘we-learning’ the theme of this year's ICEM conference is now a reality. The talk will consider how technologies can be used to promote different pedagogical approaches...
This presentation explores the implications of Augmented Reality for the future of education and society. The technology is introduced, conceptualised, and problematised. Discussion initially focuses on existing uses of Augmented Reality to exemplify what can be done, but also and importantly highlights what has not been done in the field of Education. Future scenarios are presented as a way of thinking...
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