Reviews

John Bowden and Ference Marton, The University of Learning: Beyond Quality and Competence in Higher Education, London: Kogan Page, 1998. ISBN: 0–7494–2292–0. Hardback, x310 pages, £35.00

eCPD Programme - Enhanced Learning.

This collection of papers (edited by Kevin Donovan) has been produced by the Association for Learning Technology (ALT) for LSIS. They are based on the summaries used by presenters during workshops at the 2009 launch of the eCPD Programme

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

FlipMe: Exploring Rich Peer-to-Peer Communication in On-Line-Learning

Department of Creative Design EngineeringFlipMe is an IoT (Internet of Things) companion augmenting peer-to-peer interaction for active online learning. Online learning continues to see rapid growth with millions of students now engaging online and remote courses as convenient alternatives to conventional classroom-based teaching. Despite these advantages, online learning can suffer from limited opportunities for peer-to-peer engagement between students, resulting in high drop-out rates. In order to address this challenge, we developed FlipMe. The FlipMe design provides three different tangible interfaces. First, the flipping top interface provides physicalized data of peer learning activities in real time. Second, a physical nudge function, through the interactive handle, is provided to support peer-to-peer interaction. Finally, group study activity is expressed through a playful 'rolling-ball' feedback. The result of in-lab user study showed that FlipMe encourages users to study through demonstrating learning activities between peers. In addition, we discovered that users are engaged and play with FlipMe as a playful companion to stimulate more active learning during extended study sessions. Lastly, we found that users had attachment through FlipMe???s aesthetic and also analog book flipping motion and sound. Through this distinctive approach FlipMe can play a motivational role for students to study actively with their peers. To sum up, this thesis contributes to the improvement of peer learning activities in online leaning through 1) designing and implementing the tabletop IoT companion providing information on peers??? learning activities and opportunity to communicate in online learning context, and 2) evaluated how a tangible interface can promote peer leaning activities and reveal the value and potential of FlipMe. 3) We suggest a mobile application screen that is designed to connect learning experience in both on/offline learning environment mutually.clos

Evolution of Serious Games to Support Lifelong Learning and Decision Making: Design and Implementation of a Financial Literacy Game

Considering the economic changes of recent time, financial literacy arises as a focal point of interest. COVID-19, coupled with the culmination of other societal issues, underlines the importance of understanding sensible personal finance. Nationwide lockdown and other economic constraints put us in immobilised positions to confide in safe and accessible entertainment havens such as games. Herein lies an interesting research opportunity to progress personal wellbeing and capability despite the extant issues of recent times. The paper demonstrates the design and implementation of an evolving serious game that supports lifelong learning and decision making relating to personal finance. The example is a useful account of serious games’ evolutionary potential to incrementally support users through lifelong learning. The game’s holistic design incorporates autonomy, motivation, and support structures to ensure that lifelong learning and decision making is effectively managed through an evolving system. The corresponding implementation evidences the sheer potential of serious games

Closing the chasm between virtual and physical delivery for innovative learning spaces using learning analytics

Purpose – One of the misconceptions of teaching and learning for practical-based programmes, such as engineering, sciences, architecture, design and arts, is the necessity to deliver via face-to-face physical modality. This paper refutes this claim by providing case studies of best practices in delivering such courses and their hands-on skillsets using completely online virtual delivery that utilises different formats of 2D and 3D media and tools, supported by evidence of efficiency using learning analytics. Design/methodology/approach – The case studies were designed using pedagogical principles of constructivism and deep learning, conducted within a mixture of 2D and 3D virtual learning environments with flexible interface and tools capabilities. State-of-the-art coding and scripting techniques were also used to automate different student tasks and increase engagement. Regression and descriptive analysis methods were used for Learning Analytics. Findings – Learning analytics of all case studies demonstrated the capability to achieve course/project learning outcomes, with high engagement from students amongst peers and with tutors. Furthermore, the diverse virtual learning tools used, allowed students to display creativity and innovation efficiently analogous to physical learning. Originality/value – The synthesis of utilised media and tools within this study displays innovation and originality in combining different technology techniques to achieve an effectual learning experience. That would usually necessitate face-to-face, hands-on physical contact to perform practical tasks and receive feedback on them. Furthermore, this paper provides suggestions for future research using more advanced technologies

A phenomenological analysis of an instructional systems design creative project

This research paper is a phenomenological analysis of a creative project involving University of Northern Iowa undergraduate art students in the planning and creation of visual illustrations, graphic design concepts, .html documents, and imagery for a world wide web intranet/lnternet virtual space. This analysis looks at instructional design as a creative process and the phenomenology of the UNI Art/Cat (Art Resources Technology/Computer Assisted Training) computer laboratory. The mission, goals, and objectives of the creative project, experiential and experimental philosophies of education, and the phenomenologies of the instructional design process are the main considerations. The methodology of this thesis is primarily concerned with action research and research as lived experience. The generational aspects of computer hardware and software and the affective aspects of the evolution of the infrastructure upon instructional development is examined. This generation of techno-apparatus includes the Macintosh G3 Personal Computer in a network environment, Afga and Hewlett Packard Flatbed Scanners, Polaroid Slide Scanners, Adobe Graphic Design Software, and Symantec Visual Page Web Design Software. Commentary on the social and bureaucratic considerations in this particular creative project and discussion of the collaboration with UNI Art Department administration, faculty, and students is included with the final conclusions and recommendations