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Khan, F. A., Graf, S., Weippl, E.R. and Tjoa, A.M. & Iqbal, T. (2010). Role of Learning Styles & Affective States in Web-based Adaptive Learning Environments. In Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-Media 2010) (pp. 3896–3905). Toronto, Canada: AACE.
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Kinshuk, & Graf, S. (2012). Ubiquitous Learning. (pp. 3361–3363). Encyclopedia of the Sciences of Learning. Springer US.
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Fan, M. - X., Chang, M., Kuo, R., & Heh, J.-S. (2010). Using Story-based Virtual Experiment to Help Students Building Their Science Process Skills. In In the Proceedings of the AACE 22th World Conference on Educational Multimedia, Hypermedia & Telecommunications, (ED-MEDIA 2010) (pp. 3350–3355). Toronto, Canada,: In the Proceedings of the AACE 22th World Conference on Educational Multimedia, Hypermedia & Telecommunications.
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Graf, S., & Kinshuk. (2007). Providing Adaptive Courses in Learning Management Systems with Respect to Learning Styles. In Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2576–2583). Quebec City, Canada.
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Ostashewski, N., Dron, J., & Howell, J. (2014). Building open learning opportunities: The Participating in the Digital Age cMOOC design case.World Conference on Educational Multimedia, Hyperm, 2480–2484.
Abstract: This paper reports on the development and utilization of an innovative learning platform developed to support the flexible delivery of a connectivist-style Massive Open Online Course or cMOOC. The social media platform, implemented as the Curtin Learning Commons (www.curtincommons.com) was developed as a customized Elgg social software instance on a cloud-hosted server. The Participating in the Digital Age (PDA MOOC) was designed to utilize a wide variety of the social media tools available, providing learners with inquiry style learning tasks over a six-week period. Innovations in the learning environment on the institutional side include the presentation of a fully open learning space with almost limitless combinations of configurable tools available for the designers to present resources and activities to learners. Innovations on the learner side include detailed customization of the learning space and choice of tools, spaces, and open-ness of content posted.
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