Thematische Bibliographien / Learning Design and Development

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Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Learning Design and Development“

Autor: Grafiati

Veröffentlicht am 4. November 2024

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Zeitschriftenartikel zum Thema "Learning Design and Development"

Crick, Ruth, Tom McDermott und Nicole Hutchison. „Learning Design for Sustainable Development“. Journal of Education, Teaching and Social Studies 3, Nr. 3 (21.06.2021): p15. http://dx.doi.org/10.22158/jetss.v3n3p15.

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Purpose: The purpose of this paper is to theorise an approach to learning design for formal education and training contexts, which can empower the student-led acquisition of competences for sustainable development with particular reference to engineering education. Design: the paper presents a conceptual framework which synthesises two extant bodies of empirical research (i) into the development of systems engineering proficiencies and (ii) the development of learning power and authentic enquiry. Findings: Bringing these two research-based bodies of knowledge together enables the conceptualisation of a practical learning design which integrates the development of self-leadership, learning relationships and complex problem solving for sustainable futures. These two approaches, and their synthesis, have been implemented in practice but not reported on or theorised before.Originality: This transdisciplinary theoretical study was undertaken by the original researchers to integrate and transcend the limitations of disciplinary and siloed approaches to learning design for 21C meta-competencies and to explore a common architecture capable of deployment over time and adaptable to different contexts. Research limitations/implications: Whilst the two strands of research underpinning this synthesis are well researched, the integrated model has yet to be empirically verified through appropriate scientific methodologies.Practical implications: this study provides a foundation for the development of a core curricular spine to be developed as an accreditation framework in formal education and work-based settings. The development of a rigorous measurement model has significant implications for policy and practice.

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Rahadian, D., S. H. Bariyah, I. Nasrullah, Y. Purwanti und K. Imania. „Development of online learning design“. Journal of Physics: Conference Series 1402 (Dezember 2019): 066044. http://dx.doi.org/10.1088/1742-6596/1402/6/066044.

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Lim, Cheol-Il, Seong-Youn Hong und Sun-Young Kim. „Development of e-PBL Prototype with IMS Learning Design“. Journal of the Korea Contents Association 12, Nr. 3 (28.03.2012): 498–508. http://dx.doi.org/10.5392/jkca.2012.12.03.498.

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Kim, Tai Ki. „Learning analytics instructional design model development“. Asian Journal of Education 22, Nr. 2 (30.06.2021): 201–28. http://dx.doi.org/10.15753/aje.2021.06.22.2.201.

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Muin, A., und M. Fatma. „Hypothetical learning trajectory design in development of mathematics learning didactic design in madrasah“. Journal of Physics: Conference Series 1836, Nr. 1 (01.03.2021): 012070. http://dx.doi.org/10.1088/1742-6596/1836/1/012070.

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Nugent, Gwen, Leen-Kiat Soh und Ashok Samal. „Design, Development, and Validation of Learning Objects“. Journal of Educational Technology Systems 34, Nr. 3 (März 2006): 271–81. http://dx.doi.org/10.2190/9bf6-1kbl-y3cx-6qxg.

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Anchukov, S. V., und Yunyi Jia. „DEVELOPMENT OF DESIGN STUDENTS’NEED FOR LIFELONG LEARNING“. Научное мнение, Nr. 3 (2021): 77–87. http://dx.doi.org/10.25807/pbh.22224378.2021.3.77.87.

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Nuraini, Umi, Primasa Minerva Nagari, Nur Alfiyatuz Zahro und Nuventin Asna Putri. „E-ASSESSMENT DESIGN DEVELOPMENT IN ENTREPRENEURIAL LEARNING“. International Journal of Education, Psychology and Counseling 7, Nr. 45 (15.03.2022): 259–72. http://dx.doi.org/10.35631/ijepc.745021.

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Assessment is a fundamental aspect of learning and becomes a challenge in online learning in the area of disruption. Besides being able to improve the professional competence of educators, the proper application of e-assessment can help students to have the competencies needed in the 21st century. This study aims to develop an e-assessment design in entrepreneurial learning in Accounting Department Universitas Negeri Malang, Indonesia. This e-assessment, which is designed to assess students' knowledge, attitudes, and skills, becomes more efficient and transparent and is easily accessible to students. The results of this study are not only useful for lecturers in the process of designing e-assessments but also for undergraduate students of Accounting Education as prospective accounting educators so that they know in real-life contexts that can be learned and applied in educational courses. The development of the e-assessment design in this study can be used as a reference for other researchers in developing e-assessments in other subjects, but still must adapt it to the curriculum and learning system that applies at the university.

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Juita, Erna, Rahmi Zulva und Helfi Edial. „DESIGN OF DEVELOPMENT ASSESSMENT LEARNING CRITICAL THINKING.“ International Journal of Advanced Research 6, Nr. 7 (31.07.2018): 236–39. http://dx.doi.org/10.21474/ijar01/7358.

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Kim, Sanghong. „Development of E-Learning Design Strategies based on Smart Learning“. Korea Association of Yeolin Education 28, Nr. 3 (30.07.2020): 1–25. http://dx.doi.org/10.18230/tjye.2020.28.3.1.

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Dissertationen zum Thema "Learning Design and Development"

Kickbusch, Steven. „How learning designers work with teachers“. Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235922/1/Steven%2BKickbusch_PhD_Thesis_2022%282%29.pdf.

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This thesis investigates the relationship between learning designers and teachers by addressing the question: How do learning designers work with teachers to develop their capability to design for learning? It explores the role of learning designers as both co-designer and coach through studies into the way that these roles play out during learning design sessions and the methods available for investigating them. It investigates how learning designers facilitate teachers’ development in three ways: design mindshift progression, design for learning skills and processes, and pedagogical skills for enacting learning designs.

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Sahli, Robert. „An Examination of the Effectiveness of Project-Based Learning on Student Academic Achievement and Teacher Perceptions of Project-Based Learning“. Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748735.

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This study examined two questions related to the effectiveness of project-based learning (PBL) instruction. First, is PBL more effective than a textbook-based instructional model, and second what are teacher perceptions related to PBL methodology? Student growth scores in the Measures of Academic Progress (MAP) assessment for reading and math, as measured within one school year, fall to spring, for students in PBL and non-PBL classes were compared. A teacher survey was conducted to measure teacher perceptions of PBL and textbook-based instructional program strengths and weaknesses. Additional data on effective instructional strategies can provide further direction for educators to continue the full implementation of the Common Core State Standards (CCSS) that call for students to gain a deeper understanding and knowledge of grade level standards. The study was located in a large urban school district in Northern California. The overall findings of this study were that the MAP assessment data reflected higher annual growth scores for reading and math in six of the eight grade levels studied. Teacher survey participant responses reflected consistent support for a textbook-based instructional program over a PBL instructional program, due in large part to the additional time teachers spent in preparing for PBL lessons.

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Wargo, Katalin. „Online Faculty Development: Disorienting Dilemmas In Learning To Teach Online“. W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407585.

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This dissertation explores how faculty development for online teaching in higher education might facilitate transformative learning and the transfer of instructional practices across teaching modalities. The first manuscript examines how the essential constructs of transformative learning are promoted in online faculty development and which elements of faculty development help to foster transformative learning. The second manuscript describes a case study that emerged from a university faculty development seminar to prepare instructors to teach online. The purpose of this study was to examine how, if at all, the Online Faculty Development Seminar changed five participants’ perspectives of teaching. This study found written reflection activities, combined with dialogue with colleagues, and having experienced instructors come in to tour their courses and discuss lessons learned contributed to perspective transformation. The third manuscript examines whether instructional practices introduced in the seminar would transfer to instructors’ in-person teaching and how faculty development and the experience of teaching online may have facilitated that transfer. The study found participants experienced perspective transformations that affected how they perceived their role as instructors, and they transferred some online course design and instructional practices to their in-person teaching. These practices included incorporating more digital tools to in-person courses, communicating clearly and transparently, designing courses with intentionality, and paying forward the lessons they learned to assist colleagues transitioning to teaching remotely in Spring 2020. Findings suggest that a structured course design process, self-reflection activities, opportunities to dialogue with colleagues, and course tours from colleagues aided in transfer of practices across modalities.

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Ofori, Eunice. „Considerations for Instructional Message Design in Mobile Learning: A Design and Development Study“. Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/86213.

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In the past decades, teaching and learning has undergone rapid transformation partly because of advances in technology and access to such technology (Sung, Chang, and Liu, 2016). Mobile technologies (i.e. tablets, smartphones, and access to Internet) have become widespread, and is visible, even in the developing world (Aguayo, Cochrane, and Narayan , 2017). Mobile technologies allow for online learners to access learning resources on the go (McQuiggan, McQuiggan, Sabourin, and Kosturko, 2015). Instructional message design principles advance empirical tools aimed at producing lessons that allow for effective learning (Bishop, 2014). The purpose of this study was to develop a set of considerations for designing messages for mobile learning primarily through literature review and expert reviewers' feedback. The research methodology employed in the study is based on design and development research methodology (Richey and Klein, 2007). The study utilized Clark and Mayer's (2016) multimedia principles, Center for Universal Design's (1997) universal design for instruction (UDI) and mobile interface design best practices. Five expert reviewers with varied expertise in human computer interaction, special education, mobile learning, and instructional design were sought to review the considerations and provide feedback on its effectiveness for instructional message design. Overall the expert reviewers agreed that the considerations were effective and will be helpful to instructional designers, instructors of instructional design and content developers. They provided several helpful recommendations which were used to revise the considerations for designing content for mobile phones.
Ph. D.

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Werbin, Kenneth C. „The electronic learning community : a framework for design and development“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0007/MQ39912.pdf.

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Qaed, Fatema. „Development of a supportive tool for participatory learning space design“. Thesis, Northumbria University, 2015. http://nrl.northumbria.ac.uk/33885/.

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All learning occurs within a space, whether this space is physical or virtual, but we have limited knowledge of how learning and teaching relate to it, particularly after a learning space’s users engage and adapt with it. A learning space is seen as a third teacher, but there is limited guidance for teachers on how to adapt designed elements of learning spaces. Therefore, this research aimed to empower teachers’ use of learning space without directly involving designers. It did so by sharing redesign opportunities for learning spaces that facilitate learning and teaching. There were three phases to this research: 1) Contextual review using literature review and observation; 2) Understanding learning space use and potential by investigating classroom space through student drawings, social network data, semi structured interviews, classroom photographs, and teachers’ planning books; and 3) Tool and Exemplar development of a supportive tool formed from structured sets of cards for guidance and inspiration. The first phase revealed a gap between what is written about learning in physical spaces and how these are designed. The second phase studied a range of current teachers’ practices to address this gap, and indicated that although teachers are aware of the importance of physical space, they do not always know how to adapt it to facilitate learning. The results also revealed learning space design elements which designers are unaware of, extending the initial framework from the first phase such. Findings from these studies supported design of a tool (third stage) to empower teachers’ use of space to support different learning and teaching approaches. Evaluation showed that the tool can improve teachers’ awareness of learning space design elements, and enable them to adapt space to support different teaching and learning approaches. Thus research helps both initial learning space designs by architects, as well as subsequent redesign by teachers through development of a practical tool.

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Okoth, David O. „Design and Development of Metadata Management Tool for Learning Objects“. Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/103649.

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Learning objects (LO) reuse is one topical area in instructional design that is gaining popularity in the education economy. It hinges on high hopes and promises to transform how learning occurs in the information age. This study attempted to identify and interrogate the core characteristics of reusable learning objects and conceptualize them as innovations in the curriculum development process. The goal was to synthesize existing knowledge on learning objects, weave streams of literature and research to focus on core arising issues, and then develop an instructional design tool that can help learners easily and effectively find reusable learning objects. The learning objects could be categorized and deconstructed to the levels of their instructional design transformations with regard to macro and micro-level reusability. The researcher used combinatorial developmental research with integrative literature review methodologies to design and develop a metadata management tool. This study involved an in depth review of literature on learning objects, reusable learning objects and their associated metadata management schemes through the integrative literature review approach. Results and data from the integrative literature review were then utilized to design and develop a tool addressing meta-tagging schemes, metadata management, search, and access of learning objects. The researcher identified characteristics of learning objects within the reuse process and discussed best practices, reuse procedures and modeling, based on the analysis of existing cases such as the Open-Knowledge-Initiative (OKI) projects to aid in the tool development. Integrative analysis running concurrently with the development process allowed for rigorous identification and alignment of key factors in the learning objects reuse universe. If fully developed, the metadata management tool could contribute to effective metadata management for learning objects often reused by learning designers, deliverers, and consumers.
Doctor of Philosophy
Learning Objects (LO) reuse is gaining popularity in the field of instructional design. This is because it could transform how learning occurs in today's information age. In this study, I outlined the important characteristics of reusable learning objects and set them up as creative and re-creative products in the curriculum development process. My goal was to combine and reproduce existing literature on LOs that would allow me to develop an instructional design tool to help learning content designers, deliverers, and consumers to easily tag, search, then find reusable learning objects. I reviewed literature on learning objects, reusable learning objects and their associated metadata management schemes then used this data to design and develop the tool addressing meta tagging schemes, metadata management, search, and accessibility of learning objects. The tool allows LO categorization and deconstruction to the largest and smallest granular levels of their instructional reusability. I combined a developmental research method with an integrative literature review method to design and develop the prototype of a tool known as metadata management tool (mmt) for reusable learning objects. If successful, the metadata management tool developed could contribute to an effective metadata management for learning objects often reused by learning designers, deliverers, and consumers.

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Riter, Dan. „Development of a learning management system for UCAR-COMET“. [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/DRiterPartI2006.pdf.

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Ford, Ramsey A. „Design and Empowerment: Learning from Community Organizing“. University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242854164.

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Figl, Kathrin, Michael Derntl und Sonja Kabicher. „Visual modelling and designing for cooperative learning and development of team competences“. Inderscience Enterprises Ltd, 2009. http://epub.wu.ac.at/5649/1/b807.pdf.

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This paper proposes a holistic approach to designing for the promotion of team and social competences in blended learning courses. Planning and modelling cooperative learning scenarios based on a domain specific modelling notation in the style of UML activity diagrams, and comparing evaluation results with planned outcomes allows for iterative optimization of a course's design. In a case study - a course on project management for computer science students - the instructional design including individual and cooperative learning situations was modelled. Specific emphasis was put on visualising the hypothesised development of team competences in the course design models. These models were subsequently compared to evaluation results obtained during the course. The results show that visual modelling of planned competence promotion enables more focused design, implementation and evaluation of collaborative learning scenarios.

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Bücher zum Thema "Learning Design and Development"

Ye, Andre. Modern Deep Learning Design and Application Development. Berkeley, CA: Apress, 2022. http://dx.doi.org/10.1007/978-1-4842-7413-2.

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J, Neve D., Allen G. W und University of Huddersfield. School of Education., Hrsg. The design, planning and development of learning packages. [Huddersfield]: [University of Huddersfield], 1992.

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Keegan, Mark. Scenario educational software: Design and development of discovery learning. Englewood Cliffs, N.J: Educational Technology Publications, 1995.

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Zaphiris, Panayiotis, und Andri Ioannou, Hrsg. Learning and Collaboration Technologies. Design, Development and Technological Innovation. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91743-6.

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1954-, Soria Agustin, und Maldonado Julián, Hrsg. Computer games: Learning objectives, cognitive performance, and effects on development. Hauppauge, N.Y: Nova Science Publisher's, 2009.

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Chang, Maiga, Rita Kuo, Kinshuk, Gwo-Dong Chen und Michitaka Hirose, Hrsg. Learning by Playing. Game-based Education System Design and Development. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03364-3.

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A, Cannon-Bowers Janis, und Bowers Clint A, Hrsg. Serious game design and development: Technologies for training and learning. Hershey PA: Information Science Reference, 2010.

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Edd, Dumbill, Hrsg. Learning Rails. Sebastopol, [Calif.]: O'Reilly Media, 2008.

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Ayas, Karen. Design for learning for innovation: Project management for new product development. Delft: Eburon Publishers, 1997.

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Kendal, Simon Lawrence. The development of a flexible learning mechanism for heat exchanger design. [s.l: The Author], 1991.

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Buchteile zum Thema "Learning Design and Development"

Griese, Birgit. „Design Development“. In Learning Strategies in Engineering Mathematics, 91–126. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17619-8_4.

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Gibb, Stephen. „Design for Adult Learning“. In Human Resource Development, 136–67. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34464-8_6.

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Beard, Colin. „Being – The Development of the Ontological Self“. In Experiential Learning Design, 201–16. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003030867-9.

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Davidson-Shivers, Gayle V., Karen L. Rasmussen und Patrick R. Lowenthal. „Concurrent Design: Putting Design Plans into Development Action“. In Web-Based Learning, 259–90. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67840-5_8.

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Mangtani, Ankita Jiyani. „Universal Design of Learning and Development“. In Design Thinking, 251–335. Berkeley, CA: Apress, 2024. http://dx.doi.org/10.1007/979-8-8688-0416-8_5.

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Purcell, Jeanne H., Deborah E. Burns und Wellesley H. Purcell. „Research, Development, and Design“. In The Interest-Based Learning Coach, 119–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238843-10.

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Cochrane, Thomas, und Vickel Narayan. „Mobile Social Media: Redefining Professional Development and Collaborative Scholarship“. In Mobile Learning Design, 43–61. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-10-0027-0_3.

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Géczy, Peter, und Shiro Usui. „Superlinear Learning Algorithm Design“. In Neural Information Processing: Research and Development, 180–210. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-39935-3_11.

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Warren, Scott J., und Greg Jones. „The Core Anytown Design and Development Process“. In Learning Games, 117–31. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46829-7_9.

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Khan, Matluba. „Transforming Learning Spaces for Child Development“. In Design for Education, 56–74. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003429821-6.

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Konferenzberichte zum Thema "Learning Design and Development"

Sanchis-Font, Rosario, Begoña Jordá-Albiñana, Jimena González-Del-Río und Olga Ampuero-Canellas. „IMPROVING THE VIRTUAL LEARNING EXPERIENCE: USER-CENTERED DESIGN IN E-LEARNING“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2356.

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Garcia Luengo, Amelia V., und Laura Piedra Muñoz. „DESIGN OF MATERIALS FOR LEARNING STATISTICS“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0266.

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Mohamed Hassen, Abdulahi, und Mohammed Samaka. „DESIGN CRITERIA FOR M-LEARNING APPLICATIONS“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0915.

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Calvet, Victor, M. Valcuende Payá und M. Haro Rodríguez. „FLIPPED CLASSROOM METHOD FOR PROJECT DESIGN LEARNING“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1089.

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Pedgley, Owain. „Rapid development of materials experience through active learning“. In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.01087.

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Isabwe, Ghislain Maurice Norbert, Julie Madelen Madshaven und Haakon Sundbø. „ACTIVE LEARNING IN INTERACTIVE SYSTEM DESIGN COURSES“. In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0842.

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Fujii, Kiyomi, und Etsuko Inoguchi. „DESIGN THINKING IN COLLABORATIVE PROJECT-BASED LEARNING“. In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0643.

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Dolzhich, Elena, Svetlana Dmitrichenkova, Polina Dolzhich und Yoandry Sanchez Pozuelo. „MOTIVATIONAL DESIGN IN FOREIGN LANGUAGE DISTANCE LEARNING“. In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0336.

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Lagger, Ursula. „DESIGNRESEARCHSLAM. ENABLING ACTIVE LEARNING AMONG DESIGN STUDENTS“. In 18th International Technology, Education and Development Conference. IATED, 2024. http://dx.doi.org/10.21125/inted.2024.1285.

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Berichte der Organisationen zum Thema "Learning Design and Development"

Page, Kelly, Alexandra Merritt Johnson, Kristen Franklin, Bria Carter, Marilys Galindo, Teresa Solorzano, Sangyeon Lee und Zohal Shah. Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity. Digital Promise, Juli 2023. http://dx.doi.org/10.51388/20.500.12265/185.

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Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ability to enter and persist in the education and workforce ecosystem. It is critical for LERs to be designed as accessible and equitably for HSE communities to mitigate systemic and structural inequities in the education and workforce ecosystem. With the generous support of the Bill & Melinda Gates Foundation, Digital Promise collaborated with HSE adult learners and workers, to establish a set of design principles to inform the development of LER technologies for use over an individual’s learning and career journeys, including their learning transitions. Through one-on-one interviews and group workshops with HSE adult learners and workers, fundamental design principles have been identified to influence LER data infrastructure from education to the workforce.

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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Julia O. Rakusa und Ekaterina O. Shmeltser. Informatics teacher's training for design of innovative learning aids. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3889.

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In accordance with its goal, the paper covers practical aspects and experience of Informatics teachers’ preparation for the design of innovative learning aids as one of the important components of the renewed model of teachers’ training. Theoretical background of the research includes holistic educational approach and functional basics of electronic didactic aids development. The specific example of such an experience (students’ project activity on the design of English multimedia tutorial for schoolchildren) is depicted in details. The prospects of further research are outlined.

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Clement, Timothy, und Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.

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Brinkerhoff, Derick W., Sarah Frazer und Lisa McGregor-Mirghani. Adapting to Learn and Learning to Adapt: Practical Insights from International Development Projects. RTI Press, Januar 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0015.1801.

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Adaptive programming and management principles focused on learning, experimentation, and evidence-based decision making are gaining traction with donor agencies and implementing partners in international development. Adaptation calls for using learning to inform adjustments during project implementation. This requires information gathering methods that promote reflection, learning, and adaption, beyond reporting on pre-specified data. A focus on adaptation changes traditional thinking about program cycle. It both erases the boundaries between design, implementation, and evaluation and reframes thinking to consider the complexity of development problems and nonlinear change pathways.Supportive management structures and processes are crucial for fostering adaptive management. Implementers and donors are experimenting with how procurement, contracting, work planning, and reporting can be modified to foster adaptive programming. Well-designed monitoring, evaluation, and learning systems can go beyond meeting accountability and reporting requirements to produce data and learning for evidence-based decision making and adaptive management. It is important to continue experimenting and learning to integrate adaptive programming and management into the operational policies and practices of donor agencies, country partners, and implementers. We need to devote ongoing effort to build the evidence base for the contributions of adaptive management to achieving international development results.

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Dasgupta, Anuttama, und Smitha N. Capacity Development Forum 2024 Proceedings. Indian Institute for Human Settlements, 2024. http://dx.doi.org/10.24943/cdf10.2024.

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The Capacity Development Forum (CDF) is an initiative of the Indian Institute for Human Settlements (IIHS) that aims to bring together diverse stakeholders involved in capacity development in India into a ‘community of practice’ to consolidate learnings from across the country and around the world into a strong and value-added network to consolidate learnings across the country and from around the world. The longer-term objective of the forum is to collaborate on Capacity Development practices and create a repository of knowledge on Capacity Development. The third convening of the IIHS Capacity Development Forum was held on 27-28 June 2024 in a hybrid format – at IIHS, Bengaluru City Campus and online, on the theme: ‘Capacity Development and Behavioural Insights – Implications for Institutional Design and Public Policy’. The CDF 2024 focussed on how the understanding of human behaviour and motivations is key to achieving larger objectives not only at an individual level, but also within institutions and societies. The panels brought together stakeholders from a range of sectors to discuss how nudges and incentives can be used to influence human behaviour at various scales, and how this in turn informs the design, formulation and implementation of policies and programmes to make them more effective. Day 1 of the convening comprised panels that brought together capacity development practitioners from the public and private sectors, to discuss various aspects of policy capacity and enhancing it through incorporating behavioural insights, international perspectives on the role of Capacity Development agencies in developing behavioural science capacity of public officials, and the role of leadership in organisational behaviour change. This was followed by a learning hub on Day 2 focussing on cases from practice incorporating behavioural insights from different sectors, and a game-based learning workshop incorporating behavioural insights and illustrating various biases in human behaviour.

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Chachage, Kristeen, Saalim Koomar, Calvin Swai, Winston Massam, Sara Hennessy, Jonathan Paskali Masonda, Gervace Anthony et al. TCPD: Design-Based Implementation Research Cycle 2 Recommendations. EdTech Hub, Januar 2024. http://dx.doi.org/10.53832/edtechhub.1013.

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MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or teacher continuous professional development [TCPD]) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The research project, 'The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR)', closely aligns with the Tanzania National TCPD implementation plan, to evaluate the implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the second cycle of the DBIR carried out between September and November 2023. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; Tanzania; communities of learningAn output of the EdTech Hub, https://edtechhub.org/

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Shepiliev, Dmytro S., Yevhenii O. Modlo, Yuliia V. Yechkalo, Viktoriia V. Tkachuk, Mykhailo M. Mintii, Iryna S. Mintii, Oksana M. Markova et al. WebAR development tools: An overview. CEUR Workshop Proceedings, März 2021. http://dx.doi.org/10.31812/123456789/4356.

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Web augmented reality (WebAR) development tools aimed at improving the visual aspects of learning are far from being visual and available themselves. This causing problems of selecting and testing WebAR development tools for CS undergraduatesmastering inweb-design basics. The research is aimed at conducting comparative analysis of WebAR tools to select those appropriated for beginners.

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Marienko, Maiia V., Yulia H. Nosenko und Mariya P. Shyshkina. Personalization of learning using adaptive technologies and augmented reality. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4418.

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The research is aimed at developing the recommendations for educators on using adaptive technologies and augmented reality in personalized learning implementation. The latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work are considered. The current state of research is described, the trends of development are determined. Due to a detailed analysis of scientific works, a retrospective of the development of adaptive and, in particular, cloud-oriented systems is shown. The preconditions of their appearance and development, the main scientific ideas that contributed to this are analyzed. The analysis showed that the scientists point to four possible types of semantic interaction of augmented reality and adaptive technologies. The adaptive cloud-based educational systems design is considered as the promising trend of research. It was determined that adaptability can be manifested in one or a combination of several aspects: content, evaluation and consistency. The cloud technology is taken as a platform for integrating adaptive learning with augmented reality as the effective modern tools to personalize learning. The prospects of the adaptive cloud-based systems design in the context of teachers training are evaluated. The essence and place of assistive technologies in adaptive learning systems design are defined. It is shown that augmented reality can be successfully applied in inclusive education. The ways of combining adaptive systems and augmented reality tools to support the process of teachers training are considered. The recommendations on the use of adaptive cloud-based systems in teacher education are given.

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Barton, Adam. The Secret Sauce of Development Professionals: Tools for Assessing TOR Potential to Source Scalable Learning Interventions. Research on Improving Systems of Education (RISE), März 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/054.

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Terms of reference (TORs) play an outsized role in driving scalable educational programming. These procurement documents shape, constrain, and signal programme priorities and possibilities. Successful funders and implementers across the globe hold rich processual knowledge about this documentation, which they use to draft and assess TORs. This project explores such best-practice knowledge around TOR review, seeking to support the design and implementation of educational programmes that can improve learning at scale in developing contexts.

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