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Lu, C., Chang, M., Kinshuk, Huang,E., & Chen, C.-W. |
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CAMEG – A Multi-Agent Based Context-Aware Mobile Educational Game for On-the-Job Training |
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2010 |
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Workshop on New Paradigms in Learning: Robotics, Playful Learning, and Digital Arts, in the 18th International Conference on Computers in Education |
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341-345 |
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Putrajaya |
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AU @ pinkyshres @ |
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710 |
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Kuo, Y-H. Tan, Q., Kinshuk, Huang, Y-H, Liu, T.-C, & Chang, M.Y-H. Tan, Q., Kinshuk, Huang, Y-H, Liu, T.-C, & Chang, M. |
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Collaborative Creation of Authentic Examples with Location for U-learning |
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2008 |
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In the Proceedings of the IADIS International Conference on e-Learning |
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2 |
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16-20 |
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Amsterdam |
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AU @ pinkyshres @ |
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720 |
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Author |
Dron, J. |
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Title |
P-learning's unwelcome legacy |
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2016 |
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TD Tecnologie Didattiche |
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TD |
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24 |
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1 |
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72-81 |
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Formal teaching of adults has evolved in a context de ned, initially, by the constraints of physical boundaries. Classroom walls directly entail timetables, norms and rules of behaviour, social segregation into organized groups and, notably, the course as a fundamental unit of instruction. Our adult education systems are well adapted to provide ef cient and cost-effective teaching within those boundaries. Digitally embodied boundaries are far more uid, open, permeable, scalable, metaphorical and fuzzy. This has helped to drive the increasing dominance of e-learning in intentional informal learning and yet methods that emerge from physical boundaries dominate institutional e-learning, though they are a poor t with the media. This paper is an exploration of the implications of the removal of physical boundaries to online pedagogies, many of which challenge our most cherished educational foundations and assumptions. |
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yes |
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AU @ jond @ |
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736 |
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Dron, J. |
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How to demotivate students |
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2016 |
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EdMedia: World Conference on Educational Media and Technology 2016 |
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1 |
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1043-1050 |
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737 |
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Anderson, T.; Upton, L.; Dron, J.; Malone, J.; Poelhuber, B. |
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Title |
Social Interaction in Self-paced Distance Education |
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2015 |
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Open Praxis; Vol 7, No 1 (2015) |
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Social Networks; blogs; self-paced study; online education; web 2.0; enhanced learning |
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In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research terms, that allows these independent students to contribute archived content to enhance the course, to engage in discussions with other students and to share as little or as much personal information with each other as they wished. We describe the learning design for the intervention and present survey data of student and tutor perception of value and content analysis of the archived contributions. The results indicate that the intervention was positively received by tutors and by the majority (but not all) students and that the archive created by the students'Äô contributions was adding value to the course. We conclude that the intervention was a modest, yet manageable example of a learning enhancement to a traditional cognitive-behavioral, course that has positive impact and potential with little negative impact on workload. |
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AU @ jond @ |
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738 |
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