자연주의적 탐구조사(Naturalistic Inquiry)

The culture of education

Thank you very much for downloading flow the psychology of optimal experience. As you may know, people have search numerous times for their chosen readings like this flow the psychology of optimal experience, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some harmful bugs inside their desktop computer. flow the psychology of optimal experience is available in our digital library an online access to it is set as public so you can get it instantly. Our digital library saves in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Merely said, the flow the psychology of optimal experience is universally compatible with any devices to read.

Flow The Psychology Of Optimal Experience

Gamification is the use of game design elements and game mechanics in non-game contexts. This idea has been used successfully in many web based businesses to increase user engagement. Some researchers suggest that it could also be used in web based education as a tool to increase student motivation and engagement. In an attempt to verify those theories, we have designed and built a gamification plugin for a well-known e-learning platform. We have made an experiment using this plugin in a university course, collecting quantitative and qualitative data in the process. Our findings suggest that some common beliefs about the benefits obtained when using games in education can be challenged. Students who completed the gamified experience got better scores in practical assignments and in overall score, but our findings also suggest that these students performed poorly on written assignments and participated less on class activities, although their initial motivation was higher.

Gamifying learning experiences: Practical implications and outcomes

/pdf/online-communities-designing-usability-supporting-1rx78h3t04.pdf

Online communities – Designing Usability, Supporting Sociability

Advances in the field of multimodal learning analytics (MMLA) research is often accomplished by actively exploring new technologies and techniques related to the collection and analysis of data. Exploration of ethical principles and procedures for governing the use of new technologies and techniques, however, is not as readily pursued. As collected data grow in complexity and invasiveness, potentially, a growing need is arising to scrutinize ethical aspects of MMLA research. In our study, we introduce an informed consent comprehension test for educational technology research and assess the effects of enhancing MMLA consent forms on comprehension of informed consent and on rates of enrollment in a MMLA study. One form is written from a researcher perspective and the other from a participant perspective. Results of the study involving first-year undergraduate students suggest that the overall level of comprehension did not differ between conditions. Yet, the participant-oriented consent form resulted in significantly lower rates of enrollment. Implications for MMLA researchers are discussed.

Enhancing consent forms to support participant decision making in multimodal learning data research

Although many efforts are being made to provide educators with dashboards and tools to understand student behaviors within specific technological environments (learning analytics), there is a lack of work in supporting educators in making data-informed design decisions when designing a blended course and planning learning activities. In this paper, we introduce concept-level design analytics, a knowledge-based visualization, which uncovers facets of the learning activities that are being authored. The visualization is integrated into a (blended) learning design authoring tool, edCrumble. This new approach is explored in the context of a higher education programming course, where teaching assistants design labs and home practice sessions with online smart learning content on a weekly basis. We performed a within-subjects user study to compare the use of the design tool both with and without the visualization. We studied the differences in terms of cognitive load, design outcomes and user actions within the system to compare both conditions to the objective of evaluating the impact of using design analytics during the decision-making phase of course design.

/pdf/concept-level-design-analytics-for-blended-courses-4mxf07tc62.pdf

Concept-Level Design Analytics for Blended Courses

When applying a Collaborative Learning Flow Pattern (CLFP) to structure the sequence of activities in a real context, one of the tasks is to organize groups of students according to the constraints imposed by the pattern. Sometimes,unexpected events occurring on runtime force this pre-defined distribution to be changed. In such situations, a re-definition of the group structure for adjusting the activity to the actual context is needed. This paper proposes a flexible solution for supporting teachers in the group organization and adaptation profiting from the intrinsic constraints defined by a CLFPs codified in IMS Learning Design. A prototype of a web-based tool for the TAPPS and Jigsaw CLFPs and the preliminary results of a controlled user study are also presented as a first step towards flexible solutions in this context.

Considering the Intrinsic Constraints for Groups Management of TAPPS and Jigsaw CLFPs

Assessment is one of the key elements of learning scenarios, both in individual and collaborative learning Thus, embedding assessment in Computer Supported Collaborative Learning (CSCL) scripts can potentially enhance the enactment of collaborative learning sessions, by explicitly indicating how assessment is to be carried out However, assessment design has also been recognized as a demanding task for non-expert instructional designers or practitioners To tackle this problem, the use of learning and assessment patterns has already been reported as a way of supporting script design for non-experts In this context, the combination of patterns of different nature (learning-oriented and assessment-oriented) can be regarded as an essential task of CSCL script design This paper discusses how to support this task, focusing on the joint application of patterns, and describes an evaluation of the proposed approach

Towards embedding assessment in CSCL scripts through selection and assembly of learning and assessment patterns

Advances in educational technology have enabled new forms of organizing and managing collaborative learning environments. One of the currents trends in research on Technology Enhanced Learning is the application of computer-interpretable scenarios, such as those formalized with IMS Learning Design (IMSLD), for the description and deployment of Computer Supported Collaborative Learning (CSCL) scripts. The life-cycle of IMS-LD scripts involves several phases, from the conception to their enactment in actual learning situations. In the context of collaborative learning, group/roles management and composition have special relevance, and are in fact some of the tasks that the teacher must accomplish before students can follow the scripts. This paper presents a software tool (InstanceCollage) that implements a pattern-based approach, which has been previously validated for the task of script design. In this way, it aims at facilitating the population of roles and groups generally described in IMS-LD scripts.

Davinia Hernández-Leo

Papers

Enhancing consent forms to support participant decision making in multimodal learning data research

Concept-Level Design Analytics for Blended Courses

Considering the Intrinsic Constraints for Groups Management of TAPPS and Jigsaw CLFPs

Towards embedding assessment in CSCL scripts through selection and assembly of learning and assessment patterns

InstanceCollage: A Graphical Tool for the Particularization of Role/Group Structures in Pattern-Based IMS-LD Collaborative Scripts