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Evaluating the effectiveness of explanations for recommender systems : Methodological issues and empirical studies on the impact of personalization
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âLivingâ theory: a pedagogical framework for process support in networked learning
This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through caseâstudy analysis of learnersâ experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the caseâstudy course and the action research methodology. It then identifies key dimensions of four interconnected developmental processesâorientation, communication, socialisation and organisationâthat were associated with âlearning to learnâ in the courseâs networked environment, and offers a flavour of participantsâ experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for processâfocused (as well as domainâfocused) learning tasks
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