Assessing the crossdisciplinarity of technology-enhanced learning with science overlay maps and diversity measures

This paper deals with the assessment of the crossdisciplinarity of technology-enhanced learning (TEL). Based on a general discussion of the concept interdisciplinarity and a summary of the discussion in the field two empirical methods from scientometrics are introduced and applied. Science overlay maps and the Rao-Stirling-Diversity index are used to analyze the TEL field with a scientometric analysis. The science overlay maps show that a wide variety of disciplines contribute to research in the field. The analysis reveals that the field has been operating on a relatively high level of crossdisciplinarity in the last 10 years compared to 6 other fields of reference. Only in 2004 a decrease in the level of crossdisciplinarity could be identified

Panorama of Recommender Systems to Support Learning

This chapter presents an analysis of recommender systems in TechnologyEnhanced Learning along their 15 years existence (2000-2014). All recommender systems considered for the review aim to support educational stakeholders by personalising the learning process. In this meta-review 82 recommender systems from 35 different countries have been investigated and categorised according to a given classification framework. The reviewed systems have been classified into 7 clusters according to their characteristics and analysed for their contribution to the evolution of the RecSysTEL research field. Current challenges have been identified to lead the work of the forthcoming years.Hendrik Drachsler has been partly supported by the FP7 EU Project LACE (619424). Katrien Verbert is a post-doctoral fellow of the Research Foundation Flanders (FWO). Olga C. Santos would like to acknowledge that her contributions to this work have been carried out within the project Multimodal approaches for Affective Modelling in Inclusive Personalized Educational scenarios in intelligent Contexts (MAMIPEC -TIN2011-29221-C03-01). Nikos Manouselis has been partially supported with funding CIP-PSP Open Discovery Space (297229

IMPLEMENTATION OF TECHNOLOGY ENHANCED LEARNING PEDAGOGY AND IMPACT ON EMPLOYABILITY AND LEARNING WITHIN ENGINEERING EDUCATION FRAMEWORKS

Engineering Education experiences turbulent changes, both from government pressures and from industry demands on readdressing the requirements of graduate capability. Despite vast amounts of engineering literature discussing ‘change’ within the field, engineering curricula still maintains its predominant pedagogic model of dissemination to students as it did in previous decades. Technology Enhanced Learning in education has created new and flexible options in the delivery and assessment of teaching and learning, but uptake is limited and approached with caution within Engineering Education. This mixed methods research introduces an inclusive and innovative approach to Engineering Education assessment techniques utilising an integrated blended learning strategy to the implementation of Technology Enhanced Learning within engineering curriculums. The research explores and assesses the effectiveness of Technology Enhanced Learning and educational pedagogies within Engineering Education frameworks to enhance and develop student learning, digital literacy and employability. Preliminary research positioned the research, utilising observation and interview techniques to baseline current pedagogic practices in undergraduate Engineering Education against current literature. An alternative method of video assessment was implemented and embedded following a two year cycle of action research within a cohort of two undergraduate engineering modules. A prototype ‘toolkit’ was created using Xerte Online Toolkits (XOT) to facilitate student learning and support for the assessment. Additional techniques inside the cycles gained further qualitative and quantitative data via a survey and focus groups. Student learning and assessment results showed significant improvement following the introduction of this approach and validated the transferability of this technique into other educational disciplines. An industry based survey validated chosen research methods and provided a comparison of viewpoints on key issues surrounding Engineering Education against existing stakeholders. The research introduces a new innovative approach to Engineering Education utilising Technology Enhanced Learning, validated through positive industry feedback and student academic achievement and satisfaction. Significant improvements on student employability and engineering ‘soft skills’ are evidenced

Design and Democracy: Transformative Agency within Indigenous Structure

South African democracy is perceived and evidenced to be under duress. This research questions how design, when underpinned by transdisciplinarity and abduction, can articulate and address this problem. The literature is reviewed to map how designed objects, processes, and philosophy enable and hamper notions of democracy. Within this literature, two concepts are identified as key to a South African context, and require further research - Indigenous Knowledge Systems (IKS) and cosmopolitanism. The African concept of Ubuntu, a subset of IKS, is argued to function as an authentic context, however, its ability to influence urban and diverse environments is questioned. Cosmopolitan theory, and Dewey's focus on experimentation, is argued to promote normative organisation, and its application to facilitate urban and dynamic participation is questioned. The Cape Town precinct - Long Street - provides a case study with which to unpack these two key concepts, and obtain empirical data to answer the research questions. Qualitative data is firstly obtained, from key informants who have the authority to influence the case study delineation. Based on this data, an Abductive instrument (Ai), based on Experience Design (XD) and Designing For Participation (DFP) methods, obtains quantitative data from public actors. Findings from the research include: political philosophy is increasingly enabled and countered by design; design is required to deconstruct and not fortify South African democracy; design is capable of operationalising decolonisation as a constructive, and not reductive, act; indigeneity is being reclaimed in urban contexts, and reinterpreted by design; reflective participation, and not historical assimilation, is a fundamental challenge for political studies; publics experiment with, and not on, themselves. The key implication of the research is designing critical representation, which is at the intersection of design, IKS, and cosmopolitanism. Here, empowerment is an indigenous imperative, design synthesises direct and representative democracy, and design intent is hyper-transparent