Dewa Wardak

Bio: Dewa Wardak is an academic researcher from University of Sydney. The author has contributed to research in topics: Instructional design & Gesture. The author has an hindex of 7, co-authored 19 publications receiving 147 citations. Previous affiliations of Dewa Wardak include University of Sydney Faculty of Education and Social Work.

4FAD: A framework for mapping the evolution of artefacts in the learning design process

Abstract: A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As a result, the study of the artefacts generated and used by educational designers is also changing: from a focus on the final designed artefact (the product of the design process) to the many artefacts generated and used by designers at different stages of the design process (e.g., sketches, reflections, drawings, or pictures). However, there is still a dearth of studies exploring the evolution of such artefacts throughout the learning design life cycle. A deeper understanding of these evolutionary processes is needed – to help smooth the transitions between stages in the life cycle. In this paper, we introduce the four-dimensional framework for artefacts in design ( 4FAD ) to generate understanding and facilitate the mapping of the evolution of learning design artefacts. We illustrate the value of the framework by applying it in the analysis of an authentic design case.

Conceptualising decision-making and its development: a phenomenographic analysis

Abstract: A novel phenomenographic approach was used to examine how elite coaches conceptualise good decision-making and its development in football: An iterative analysis of participants' interviews revealed conceptions of decision-making ranging from simple and narrow to more sophisticated and holistic. In the narrower conceptions, coaches viewed decision-making as a collection of judgments leading to given outcomes that could be correct/incorrect. More holistic conceptions of decision-making reflected several sources of complexity arising from various contingencies within the game (e.g., team dynamics). Participants’ conceptions of good decision-makers reflected the broadening range of abilities required of players. In the most elaborate conceptions, participants conceived of players as having to predict what happens next, based on their knowledge, as well as having to collaborate with teammates when on-the-ball and off-the-ball, within an ever-changing environment. Participants highlighted their concept...

Identification of patterns of tool use and sketching practices in a learning by design task

Abstract: The complex interaction of tool use (both physical and digital) in face-to-face collaborative learning situations, and the role that these tools play in facilitating group work is increasingly important as tools for learning become more sophisticated and specialized. In this paper, a group of five high school students is studied as they engage in a learning by design task to design an educational resource about a local waterway. They carried out this design work in The Design Studio at the University of Sydney, using an iPad projected onto a whiteboard wall. Multiple streams of data were collected, visualized and analyzed, which allowed the overall patterns of tool use for all members of the group to be identified in relation to the development of their design. Two patterns of tool use are identified and analyzed according to the practice of sketching identified in other fields of design.

The Cambridge Handbook Of The Learning Sciences

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Visual Perception And Action In Sport

Abstract: The best ebooks about Visual Perception And Action In Sport that you can get for free here by download this Visual Perception And Action In Sport and save to your desktop. This ebooks is under topic such as 'how perception guides action: examples from sport and understanding perception and action in sport: how can studies in perception and action vi v 6 full download free download visual perception and action in sport book visual control of braking in goal-directed action and sport perception and action in sport: half-time comments on the action induction by visual perception of rotational motion performance psychology: perception, action, cognition, and sport neuroscience revisited (?): a commentary how important is perception-action coupling in the tennis zeitschrift fur sportpsychologie (german journal of sport visual perception and introduction action in golf putting perception for recognition and action (pra) studies in perception and action vi v 6 ebook | slangsurfing non-conscious visual cues related to affect and action interactive video training of perceptual decision-making the role of sound in motor perception and execution high performance circuit e-journal john kolb, phd a machine learning approach to the visual perception of acoustic information during motor control and action do expertise and the degree of perception^action coupling perception and action in golf putting: skill differences free download aviation visual perception book intercepting a 3d versus 2d videoed opponent: visual representative learning design in dynamic interceptive actions demonstration and verbal instructions perception of maximum stepping and leaping distance training perceptual skill by orienting visual attention the influence of video-based perceptual training on physical characteristics of elite female karate athletes vision testing and visual training in sport the use of video game technology for investigating action feedback affects the perception of action-related neurotracker as a supportive indicator for rtp decision making representative learning design and functionality of model-based control of perceptioniaction visual search strategy and interception accuracy ideals multidimensional perceptual-cognitive skills training visual scanning in sports actions: comparison between journal of experimental psychology: human perception and

Learning Design: A handbook on modelling and delivering networked education and training

Abstract: Integrating the specifications and tools for IMS-Learning Design (IMS, 2003) into Moodle (Moodle, 2003), an open-source Learning Management System (LMS), is not just a technological question, but also relates to practical, pedagogical, and philosophical issues. This study documents the discussions and experiments of a team of teachers active in the Moodle community who are concerned with the development of international standards in future versions of Moodle. In the course (Moodle, 2005a) of studying the book, Learning Design (Koper and Tattersall, 2005), participants analysed the implications of integrating the LD specification into Moodle and the operation of various LD tools (CopperCore, Reload) and related tools (LAMS) within the Moodle environment. These differences were then summarized into general implications for future versions of both Moodle and Learning Design. This study concludes that continued, open dialogue between teachers and developers of both LD and Moodle is necessary to achieve transparent integration.