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Reiners, T., Wood, L., & Dron, J. (2014). From chaos towards sense: A Learner-centric Narrative Virtual Learning Space. In J. Bishop (Ed.), From chaos towards sense: A Learner-centric Narrative Virtual Learning Space (Vol. Gamification for Human Factors Integration: Social, pp. 242–258). Hershey, US: Igi.
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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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Lu, C., Chang, M., Kinshuk, Huang, E., & Chen, C. - W. (2014). Context-Aware Mobile Role Playing Game for Learning. (pp. 131–146). The New Development of Technology Enhanced Learning. Springer Berlin Heidelberg.
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Lu, C., Chang, M., Kinshuk, Huang, E., & Chen, C. - W. (2014). The Effect of Story in Mobile Educational Game. (pp. 55–76). Ubiquitous Learning Environments and Technologies. Springer Berlin Heidelberg.
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Kumar, V., Boulanger, D., Seanosky, J., Kinshuk, Panneerselvam, K., & Somasundaram, T. S. (2014). Competence analytics. Journal of computers in education, 1(4), 251–270.
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