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Статті в журналах з теми "ISDT, e-learning, design research, design theory"
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Maturakarn, Charlie, and Chumporn Moorapun. "Design Thinking: Interior Architecture and Interior Design in Thailand." Environment-Behaviour Proceedings Journal 2, no. 6 (November 6, 2017): 71. http://dx.doi.org/10.21834/e-bpj.v2i6.980.
Повний текст джерелаАнотація:
This research aims to explore the aspects of design thinking of students from two different curricula: Interior Architecture (five years) and Interior Design (four years) to see what different aspects of design thinking. The research method is a survey based on quantitative approach. A questionnaire is developed from Perry scheme of intellectual development and Kolb’s Experiential Learning Theory (ELT) model. Then, both aspects were compared to see the difference. The findings indicate that the pattern of design thinking and learning style from two curricula are different and can be improved the thinking and learning styles of design students in Thailand.
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van Merriënboer, Jeroen J. G., and Paul Ayres. "Research on cognitive load theory and its design implications for e-learning." Educational Technology Research and Development 53, no. 3 (September 2005): 5–13. http://dx.doi.org/10.1007/bf02504793.
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Nicaise, Molly. "Cognitive Research, Learning Theory, & Software Design: The Virtual Library." Journal of Educational Computing Research 18, no. 2 (March 1998): 105–21. http://dx.doi.org/10.2190/qnxx-xce2-u0hu-emq1.
Повний текст джерелаАнотація:
The idea that theory and research on learning and cognition could influence the way we teach and structure learning environments has established a new paradigm for software designers [1]. According to a social-constructivist perspective, discourse, authentic tasks, exploratory and student-centered learning are integral to learning and understanding. The purpose of this article is to describe design considerations that were made for a software prototype called the Virtual Library—considerations that were framed by cognitive research and learning theory. When completed, the software will assist preservice teachers in learning about educational psychology and instructional design. The software resembles a library where students browse through a series of 3-D, virtual buildings to understand research, theory, and classroom applications of educational psychology and instructional design. Students have access to movies, text, images, and World Wide Web sites. They also have opportunities to participate in interactive lessons and e-mail conversations with other students, classroom teachers, educational psychologists, and instructional designers.
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MacLean, Piers, and Marie Cahillane. "The human factor in learning design, research, policy, and practice." International Journal of Information and Learning Technology 32, no. 3 (June 1, 2015): 182–96. http://dx.doi.org/10.1108/ijilt-12-2014-0029.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to highlight the importance of coherent alignment of current theory from cognitive psychology with practice and policy in training and education institutions developing e-learning materials and present recommendations emphasising the human factor within processes. Design/methodology/approach – In this paper a recent empirical study which applies current theory from cognitive psychological and multimodal learning research provides the backdrop to discussion about alignment of strategic vision, through policy, to effective practice. Findings – Despite advances in cognitive psychology which can be applied to targeting effective and measurable training and education, many institutions fail to maintain updated e-learning strategy and policy resulting in a negative impact on practice and the learner experience. Practical implications – The model presented in this paper is intended to promote thoughtful discussion about the processes and framework necessary for improved collaboration and communication supported by ongoing evaluation of institutional e-learning policy such that policy becomes a dynamic process congruent with developments in the learning sciences. Social implications – The paper includes recommendations for a refined view of knowledge, skills, and attitudes and alignment of policy with practice and theory and will be of interest to training and education institutions seeking to review their policies for training needs analysis and e-learning. Originality/value – This paper offers an up-to-date view of training needs analysis and multimedia design for training discrete psychomotor skills. It will be of value to organisations and institutions providing training and education mediated by technology as well as those involved in the design of training interventions.
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Fasso, Wendy, Cecily Knight, and Bruce Allen Knight. "A Learner-Centered Design Framework for E-Learning." International Journal of Online Pedagogy and Course Design 4, no. 4 (October 2014): 44–59. http://dx.doi.org/10.4018/ijopcd.2014100104.
Повний текст джерелаАнотація:
This paper presents a design framework for online learning. The framework is based upon the taxonomy devised by Dettmer (2006). In a learner-centered focus, it draws together the cognitive, affective, social, and sensorimotor domains of learning, and is situated with the concept of online personal learning spaces and environments. It is at this intersection of learning domains that the graduate attributes and general capabilities of students are able to be intentionally supported and demonstrated. The proposed framework draws on recognized theory, principles, and practical considerations of contemporary online learning to clarify considerations of the learning outcomes, learning processes and learner performance when designing online learning that is mediated by education technology. This integrative approach will support mentored, reflective learning design and design-based research aimed at improving both the experience and outcomes of online students. The paper contends that this framework presents a useful design that reflects the nature of contemporary online learning environments.
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Yi dong, FENG, GUI Zhan ji, FANG Yun duan, and WANG Xiao xia. "The Research of E- Learning Environment Design Based on The Theory of Multiple Intelligences." International Journal of Education and Management Engineering 1, no. 5 (November 29, 2011): 49–54. http://dx.doi.org/10.5815/ijeme.2011.05.08.
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Cao, Xianzhong, Feng Wang, and Zhongmei Zheng. "The Experimental Research on E-Learning Instructional Design Model Based on Cognitive Flexibility Theory." Physics Procedia 25 (2012): 997–1005. http://dx.doi.org/10.1016/j.phpro.2012.03.190.
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Afify, Mohammed. "E-learning content design standards based on interactive digital concepts maps in light of meaningful learning theory and constructivist learning theory." Journal of Technology and Science Education 8, no. 1 (March 16, 2018): 5. http://dx.doi.org/10.3926/jotse.267.
Повний текст джерелаАнотація:
The present study aims to identify standards of interactive digital concepts maps design and their measurement indicators as a tool to develop, oraganize and administer e-learning content in the light of Meaningful Learning Theory and Constructivist Learning Theory. To achieve the objective of the research, the author prepared a list of E-learning content design standards based on interactive digital concepts maps. It involved (11) general standards and (40) performance indicators. It was investigated by 21 teaching staff members who are experts in educational technology and e-learning to ration the list and its performance indicators. Results illustrated that standards are too significant and appropriate for the purpose of the study. Results were discussed in the light of theoretical background results of researches and literature review in the field. The study provided recomendations and suggestions that can be used as practical applications in the field of developing E-learning content based on utilizing interactive digital concepts maps.
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Ashraf, Sadia. "DESIGN AND VALIDATION OF EDUCATIONAL THEORIES-BASED FRAMEWORK FOR E-LEARNING SYSTEMS." International Journal of Advanced Research 10, no. 06 (June 30, 2022): 760–73. http://dx.doi.org/10.21474/ijar01/14947.
Повний текст джерелаАнотація:
Educational theories play a key role in attaining e-learning success. This contribution of theories is even more important for primary education which requires special attention since children possess childish behaviors.However, research shows that most e-learning systems lack theoretical foundations. We argue that these systems can be more effectively utilized by integrating educational theories. Therefore, we offer an e-learning system design framework based on learning and e-learning theories for primary education. The paper first discusses educational theories from different domains. Next, we provide an overview of how each theory can contribute toa successful e-learning system. Ethnographic Content Analysis (ECA) was conductedof the most renowned theories to construct this framework. Shortlisted theories belonged to domains of constructivism, early education, and e-learning. Design principles from each theory were extracted with the help of grounded theory methodology. These principles were mapped to e-learning system components including tasks, tools, and interfaces by performing thematic analysis.A comprehensive framework based on theoretical design principles was constructed. Lastly, the framework was validated by developing an e-learning system based on design principles. We evaluated students academic performance after they used the developed system for three weeks. Findings revealed that an e-learning system has great potential in primary education and can assist practitioners in achieving desired learning outcomes by integrating educational theories. It was also found that the sequence in which learning activities are performed can overshadow a systems performance and hence needs to be addressed for e-learning success.
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McCarthy, Stephen, Wendy Rowan, Nina Kahma, Laura Lynch, and Titiana Petra Ertiö. "Open e-learning platforms and the design–reality gap: an affordance theory perspective." Information Technology & People 35, no. 8 (December 22, 2021): 74–98. http://dx.doi.org/10.1108/itp-06-2021-0501.
Повний текст джерелаАнотація:
PurposeThe dropout rates of open e-learning platforms are often cited as high as 97%, with many users discontinuing their use after initial acceptance. This study aims to explore this anomaly through the lens of affordances theory, revealing design–reality gaps between users' diverse goals and the possibilities for action provided by an open IT artefact.Design/methodology/approachA six-month case study was undertaken to investigate the design implications of user-perceived affordances in an EU sustainability project which developed an open e-learning platform for citizens to improve their household energy efficiency. Thematic analysis was used to reveal the challenges of user continuance behaviour based on how an open IT artefact supports users in achieving individual goals (e.g. reducing energy consumption in the home) and collective goals (lessening the carbon footprint of society).FindingsBased on the findings, the authors inductively reveal seven affordances related to open e-learning platforms: informing, assessment, synthesis, emphasis, clarity, learning pathway and goal-planning. The findings centre on users' perception of these affordances, and the extent to which the open IT artefact catered to the goals and constraints of diverse user groups. Open IT platform development is further discussed from an iterative and collaborative perspective in order to explore different possibilities for action.Originality/valueThe study contributes towards research on open IT artefact design by presenting key learnings on how the designers of e-learning platforms can bridge design–reality gaps through exploring affordance personalisation for diverse user groups. This can inform the design of open IT artefacts to help ensure that system features match the expectations and contextual constraints of users through clear action-oriented possibilities.
Дисертації з теми "ISDT, e-learning, design research, design theory"
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Samwel, Emad. "Toward the Development and Implementation of Personalized, Adaptive, and Comprehensive E-learning Systems." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/gscis_etd/373.
Повний текст джерелаАнотація:
Enrollment in online courses is increasing at a much higher rate than enrollment in on campus courses. Initially, online systems were developed by moving course content from in-class courses as is to an online platform. Later, Web 2.0 technology was implemented in order to improve students’ online engagement. These systems considered all students as one homogeneous group and ignored the fact that different students learn in different ways and at different speeds. Later, adaptive online learning systems were developed based on the assumption that if the instructional approach matches the student learning style, student performance and experience will improve. The use of these systems yielded mixed results because there is no agreement on what, how, and when to adapt instructions. The problem is that there is still a lack of empirical evidence about which online learning system’ design is the most effective, efficient, and engaging.
There were two goals for this study. The first was to develop a new instructional theory and design model suitable for personalizing and adapting online learning. The first goal was achieved by developing student personalized, adaptive, and comprehensive e-learning spaces instructional theory and design model. This theory is based on finding the best fit among student characteristics, knowledge domain objectives, and technology used in delivering the online course. The second goal was to implement the newly developed theory and design model in an e-learning system prototype. This goal was achieved by developing and internally validating the e-learning system prototype by utilizing a panel of five instructional design experts. The Delphi method was used to solicit input from the expert panel in three rounds of validation. The validation process resulted in the experts’ consensus that the prototype incorporated the instructional theory and design model well and that this instructional theory holds the promise of increasing online learning courses’ effectiveness, efficiency, and student engagement.
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Jones, David Thomas. "An Information Systems Design Theory for E-learning." Phd thesis, 2011. http://hdl.handle.net/1885/8370.
Повний текст джерелаАнотація:
This thesis seeks to offer an answer to the problem of how to design, implement and support information systems that effectively and efficiently support e-learning within universities. This problem is increasingly prevalent and important to the operation of universities. It is also a problem where existing solutions are limited in terms of variety, quality and explicit theoretical guidance. This thesis formulates a specific Information Systems Design Theory (ISDT) “An Information Systems Design Theory for Emergent University E-learning Systems“ as one answer to this problem.
The ISDT is formulated using an iterative action research cycle that encompasses the design, support and evolution of the Webfuse information system at Central Queensland University (CQU) from 1996 through 2009. The Webfuse system was used by tens of thousands of staff and students. It is the knowledge gained through this experience that, in two separate stages, is used to formulate design theory.
The final ISDT recognises that diversity and rapid on-going change are for a number of reasons, the key characteristics of e-learning within universities.
Consequently, the ISDT specifies both process and product models that aim to enable the e-learning information systems to be emergent. In particular the ISDT proposes that emergent e-learning information systems will encourage and enable greater levels of e-learning adoption in terms of quantity, quality and diversity; as well as providing a level of differentiation and competitive advantage for the institution.
This thesis makes two additional contributions. First, the Ps Framework is developed and used to analyse the current, dominant practice of providing elearning information systems within universities. The resulting analysis reveals a significant mismatch between the requirements of e-learning within universities and the characteristics of the product and process models used by the dominant approach to supporting e-learning within universities. It is this mismatch that the ISDT seeks to address. Second, is the formulation of an alternate method for specifying the components of an ISDT. This alternate specification arose from difficulties faced with using existing ISDT specifications.
Частини книг з теми "ISDT, e-learning, design research, design theory"
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Axthelm, Rebekka, Stefan Luppold, and Marcus Moroff. "Crowd Management in der Lehre." In Seamless Learning, 123–32. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-34698-0_5.
Повний текст джерелаАнотація:
ZusammenfassungWer schon einmal dicht gedrängt vor der Konzertbühne stand kann sich die aussichtslose Lage, wenn die Stimmung kippt und Panik aufkommt, gut vorstellen. Damit eine öffentliche Veranstaltung reibungslos verläuft ist eine gründliche Planung, also ein qualitativ hochwertiges Crowd Management unabdingbar. Im Studiengang „BWL-, Messe-, Kongress- und Eventmanagement“ der dualen Hochschule Ravensburg Baden-Württemberg (DHBW) ist das Thema Crowd Management ein wichtiger Bestandteil. Für dieses Fachthema wurde im Rahmen des IBH-Labs Seamless Learning das Lernobjekt Cman_event erstellt, das im oben genannten Studiengang entwickelt und erprobt wurde. Die Entwicklung des didaktischen Konzepts basiert auf dem Design Based Research (DBR) Ansatz, wie es im IBH-Lab Seamless Learning entwickelt und definiert wurde. Im Sinne des grenzenlosen Lernens werden in diesem Lernobjekt die Übergänge in den Brüchen „Theorie – Praxis/Realität“ adressiert. Auf verschiedenen Ebenen und in verschiedenen Dimensionen wird neben der Vermittlung theoretischer Kenntnisse den Lernenden ermöglicht, bestimmte Situationen auf verschiedene Weisen zu betrachten, die einer besseren Vorstellung der realen Situation dienen. Dazu gehört das Modellieren in zwei und drei Raumdimensionen auf dem Tisch über Visualisierung durch computergestützte Simulationen bis hin zum Fühlen eines Gedränges am eigenen Leib.
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Molenda, Michael H. "History and Development of Instructional Design and Technology." In Handbook of Open, Distance and Digital Education, 1–18. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_4-1.
Повний текст джерелаАнотація:
AbstractThe origins and evolution of instructional technology and instructional design are treated in this chapter as separate concepts, although having intertwined histories. As with other technologies, their origins can be traced to the scientific discoveries on which they are based. Early in the twentieth century, new discoveries in optics and electricity stimulated educators to the adoption of technological innovations such as projected still pictures, motion pictures, and audio recording. Individuals and, later, groups of affiliated professionals promoted enriching learning by adding visual and, later, audiovisual resources where verbal presentations previously dominated. As radio broadcasting grew in the 1930s and then television in the 1950s, these mass media were perceived as ways to reach audiences, in and out of school, with educative audiovisual programs. In the 1960s, the wave of interest in teaching machines incorporating behaviorist psychological technology engendered a shift in identity from audiovisual technologies to all technologies, including psychological ones. As computers became ubiquitous in the 1990s, they became the dominant delivery system, due to their interactive capabilities. With the global spread of the World Wide Web after 1995, networked computers took on communication functions as well as storage and processing functions, giving new momentum to distance education. Meanwhile, research during and after World War II prompted a technology of planning – systems analysis. In the 1960s, educators adapted the systems approach to instructional planning, starting the development of instructional systems design (ISD). Since the 1980s, ISD has been the reigning paradigm for instructional design, while instructional design has become the central activity of instructional technology professionals.
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Molenda, Michael H. "History and Development of Instructional Design and Technology." In Handbook of Open, Distance and Digital Education, 57–74. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_4.
Повний текст джерелаАнотація:
AbstractThe origins and evolution of instructional technology and instructional design are treated in this chapter as separate concepts, although having intertwined histories. As with other technologies, their origins can be traced to the scientific discoveries on which they are based. Early in the twentieth century, new discoveries in optics and electricity stimulated educators to the adoption of technological innovations such as projected still pictures, motion pictures, and audio recording. Individuals and, later, groups of affiliated professionals promoted enriching learning by adding visual and, later, audiovisual resources where verbal presentations previously dominated. As radio broadcasting grew in the 1930s and then television in the 1950s, these mass media were perceived as ways to reach audiences, in and out of school, with educative audiovisual programs. In the 1960s, the wave of interest in teaching machines incorporating behaviorist psychological technology engendered a shift in identity from audiovisual technologies to all technologies, including psychological ones. As computers became ubiquitous in the 1990s, they became the dominant delivery system, due to their interactive capabilities. With the global spread of the World Wide Web after 1995, networked computers took on communication functions as well as storage and processing functions, giving new momentum to distance education. Meanwhile, research during and after World War II prompted a technology of planning – systems analysis. In the 1960s, educators adapted the systems approach to instructional planning, starting the development of instructional systems design (ISD). Since the 1980s, ISD has been the reigning paradigm for instructional design, while instructional design has become the central activity of instructional technology professionals.
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Chen, Wen-Jong, Chin-Pin Chen, and Yung-Fu Chang. "Application of Scaffolding Theory Construction with Internet Pneumatic Circuit Design Based on Teaching Materials from Interactive e-Learning Research." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 381–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_67.
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Galkienė, Alvyra, and Ona Monkevičienė. "Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background." In Inclusive Learning and Educational Equity, 1–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_1.
Повний текст джерелаАнотація:
AbstractThe experience of the development of inclusive education strategies in various countries has been the source of various conceptions and practices, which have gradually evolved into the axis of the education policy of the late twentieth and early twenty-first century. This chapter presents an overlook of insights that are significant for the practical implementation of inclusive education and substantiated by scientific research. As the perception of inclusive education developed from meeting special educational needs in general schools (Florian. Int J Incl Educ 23(7–8): 691–704. 10.1080/13603116.2019.1622801, 2019) to recognising the variety of needs of all students (Meyer et al. Universal design for learning: theory and practice. CAST, 2014), the Universal Design for Learning (UDL) approach was presented to the pedagogical circles. This chapter of the book examines the fundamental aspects of the UDL approach in the context of the development of the inclusive education construct, from emphasising the Zone of Proximal Development (Vygotsky. Thought and language. MIT Press, 1962) to highlighting the processes taking place in the inclusive education ecosystem (European Agency for Special Needs and Inclusive Education. Inclusive school leadership: exploring policies across Europe. (E. Óskarsdóttir, V. Donnelly & M. Turner-Cmuchal, Eds.). Odense, Denmark. https://www.european-agency.org/sites/default/files/sisl_synthesis_report.pdf. Retrieved 16 April 2021, 2019), revealing the variety of perceptions of student uniqueness and education differentiation concepts in implementing inclusive education, and discussing the differences between the specificities of education goals and their implementation in the UDL and traditional approaches. The analysis of scientific research allowed us to distinguish the basic aspects of the UDL approach that are significant for the transformation of the traditional education system into a high-quality one based on the presumptions of success for every student and formed on the grounds of inclusive education.
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Köhler, Thomas, Christoph Lattemann, and Jörg Neumann. "Organising Academia Online." In Progress in IS, 11–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66262-2_2.
Повний текст джерелаАнотація:
AbstractResearch on organisational arrangements of scholarly networks in both e-learning and e-research is located at the intersection of different theoretical justifications and developmental contexts such as organisational theory, computer science, education science and media informatics. However, there is still a lack of research on the organisational context of e-learning arrangements and its impact on collaboration in academic communities. E-learning research shows that the integration of electronic media in scientific communities negatively impacts their effectiveness and causes conflicts within communities. Research networks however are far less investigated as there is not direct didactic focus on how to collaborate. Recent theories on organisational design, virtual organisations and governance provide concepts for organising e-collaboration more effectively. Managerial instruments such as direct control of results and behaviours need to be supplemented or even replaced by concepts of social control; typically trust and confidence become the central mechanisms for the new forms of inter- and intra-organisational coordination. This paper starts with concepts. Then, to exemplify the organisational coordination mechanisms in scholarly e-communities, the authors critically discuss and reflect on these organisational arrangements and managerial concepts for two higher education portals and one research network in Germany. The conclusion is that, just as previous research has confirmed for educational networks, governance within academic networks relies heavily on the functionality of social and communicative forms of control.
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McKay, Elspeth, Allaa Barefah, Marlina Mohamad, and Mahmoud N. Bakkar. "Advances in E-Pedagogy for Online Instruction." In Advances in Social Networking and Online Communities, 58–89. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5715-9.ch003.
Повний текст джерелаАнотація:
Many people are finding it relatively easy to engage with courseware development and simply upload it to the internet. The trouble with this approach is there are no quality controls to ensure the impending instructional strategies are designed well. This chapter presents a set of research projects that incrementally focus on instructional strategies as they apply in today's information communications technology (ICT) tools. They commence with a simple investigation into online courseware matching cognitive preferences. Next, a project extends this principle and takes the research to a government-training context to concentrate on dealing with a broader range of stakeholders to customize training for a user-centered environment. Then the authors present a project designed for mobile healthcare training on an iPad. The final research project synthesizes the current instructional systems design (ISD) thinking to promote a prescriptive information systems (IS)-design model for educational courseware, offering it to the ISD research community as an extension to the ADDIE training development model.
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Kasemsap, Kijpokin. "The Roles of E-Learning, Organizational Learning, and Knowledge Management in the Learning Organizations." In Handbook of Research on Applied Learning Theory and Design in Modern Education, 786–816. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch039.
Повний текст джерелаАнотація:
This chapter presents the roles of e-learning, organizational learning, and knowledge management (KM) in the learning organizations, thus describing the practical and theoretical concepts of learning organization, e-learning, organizational learning, and KM; and the significance of e-learning, organizational learning, and KM in the learning organizations. The utilization of e-learning, organizational learning, and KM leads to the improved organizational success in the growing knowledge economy. The appropriateness of e-learning, organizational learning, and KM is influential for the learning organizations to serve practitioners and researchers, increase business performance, sustain competitiveness, and fulfill expected accomplishment in the learning organizations. The chapter argues that promoting e-learning, organizational learning, and KM has the potential to increase organizational performance and achieve strategic goals in the learning organizations.
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Lombardi, Patrizia, Ian Cooper, Krassimira Paskaleva-Shapira, and Mark Deakin. "The Challenge of Designing User-Centric E-Services." In Handbook of Research on Strategies for Local E-Government Adoption and Implementation, 461–78. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-282-4.ch024.
Повний текст джерелаАнотація:
Harnessing ICTs effectively is one of the main vehicles for achieving the EU’s 2010 strategy to become the most competitive digital knowledge-based economy. Achieving this requires innovation and a process of cultural, structural, and economical change towards the so-called eAgora. This requires that citizens are at the center of attention in the design of civic on-line developments in terms of accessibility. This chapter identifies significant challenges to the design of such user-centric e-services, by illustrating some key results of the European Union (EU) IST Framework 6 research project - IntelCities (2004). It presents the City e-governance framework developed in the research project and it shows how the contents of cities’ existing Web sites do not completely satisfy the expectations of the OECD in the European cities visited by the IntelCities Roadshows. It indicates a consistent way forward for the development of the online services offered by the IntelCities e-learning platform. The chapter closes by querying whether either the European cities examined or their citizens have the appetite for the proposed eAgora that will be necessary for its effective implementation and operation.
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Lombardi, Patrizia, Ian Cooper, Krassimira Paskaleva-Shapira, and Mark Deakin. "The Challenge of Designing User-Centric E-Services." In Electronic Services, 259–75. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-967-5.ch017.
Повний текст джерелаАнотація:
Harnessing ICTs effectively is one of the main vehicles for achieving the EU’s 2010 strategy to become the most competitive digital knowledge-based economy. Achieving this requires innovation and a process of cultural, structural, and economical change towards the so-called eAgora. This requires that citizens are at the center of attention in the design of civic on-line developments in terms of accessibility. This chapter identifies significant challenges to the design of such user-centric e-services, by illustrating some key results of the European Union (EU) IST Framework 6 research project - IntelCities (2004). It presents the City e-governance framework developed in the research project and it shows how the contents of cities’ existing Web sites do not completely satisfy the expectations of the OECD in the European cities visited by the IntelCities Roadshows. It indicates a consistent way forward for the development of the online services offered by the IntelCities e-learning platform. The chapter closes by querying whether either the European cities examined or their citizens have the appetite for the proposed eAgora that will be necessary for its effective implementation and operation.
Тези доповідей конференцій з теми "ISDT, e-learning, design research, design theory"
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Meintjes, Hannetjie, Aleksandar Zivaljevic, and Radhika Kumar. "Making Sense of E-Learning Platform Data to Inform Teaching and Learning Practice." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206003.
Повний текст джерелаАнотація:
Masses of data are gathered by learning platforms while students are interacting with them. The learning analytics and knowledge (LAK) and educational data mining (EDM) research communities analyse these data to extract useful information. This study aims to give an overview and possible explanations for the findings of these research communities regarding the relationships between student online interactions and success or failure in a course. The available EDM and LAK literature from 2010 onwards was reviewed. Significant direct and indirect relationships between success and a range of variables were reported. The characteristics of good teaching and learning, as identified by Cognitive Load Theory (CLT), Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education, and Anderson’s Equivalence Theorem were then used as a framework to reflect on and attempt to explain the findings. For example, various studies found the number of logins to be negatively correlated with success. This may be anindication of poor study methods or a warning sign of a poorly designed site. Spending unexpectedly long periods on a task may indicate a poor match between the task’s cognitive load and the student’s level of readiness. Passively listening to recorded lectures as a study method is also linked to lower levels of success. These findings may inform the guidance given to students regarding studying successfully online and have some lessons for the design of online environments to promote successful learning. With the complementary use of EDM, LAK and pedagogical theory, the data generated by e-learning platforms provide useful pointers to improve online teaching and learning.
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VAT, Kam. "Modeling Human Activity Systems for Collaborative Project Development: An IS Development Perspective." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2846.
Повний текст джерелаАнотація:
This paper investigates the idea of human activity systems (HAS) appropriate to the characterization of the purposeful human activities behind the design of suitable information systems (IS) support, especially in the context of group-based project work. Specifically, we are interested in the knowledge context of a group of people collaborating in the peculiar scenario of project development. Our discussion describes a traceable framework of information systems development (ISD), which should accommodate the application of soft systems methodology (SSM) that acknowledges the importance of people in organization. The paper situates our discussion in the action research experience of the author conducting a junior core course of Software Psychology, delivered through the pedagogy of problem-based learning (PBL), in our four-year undergraduate program of Software Engineering. We intend to clarify the contextualization of designing IS support in relation to teamwork design. This is done by elaborating the IS design issues through the exposition of the human processes in which, in a specific organizational scenario, a particular group of people can conceptualize their world and hence the purposeful action they wish to undertake. That provides the basis for ascertaining what IS support is needed to undertake the necessary action and how modern information technology (IT) can help to provide that support. We conclude by reiterating the challenge of designing truly relevant HAS systems in which people selectively perceive parts of their world, attribute meaning to what they perceive, make judgment about their perceptions, form intentions to take particular actions, and carry out the action themselves. All these activities carry tremendous connotations in the HAS-based process of IS development for group project work, especially in collaborative project participation.