Journal of e-learning and knowledge society 

About: Journal of e-learning and knowledge society is an academic journal. The journal publishes majorly in the area(s): Collaborative learning & Higher education. Over the lifetime, 430 publications have been published receiving 3491 citations.

Personal Learning Environments : challenging the dominant design of educational systems.

Abstract: Current systems used in education follow a consistent design pattern, one that is not supportive of lifelong learning or personalization, is asymmetric in terms of user capability, and which is disconnected from the global ecology of Internet services. In this paper we propose an alternative design pattern for educational systems that emphasizes symmetric connections with a range of services both in formal and informal learning, work, and leisure, and identify strategies for implementation and experimentation.

Models and Instruments for assessing Digital Competence at School

Abstract: How digital competence can be defi ned and assessed? One of the most known instruments to certifi cate IT skills is the European Computer Driving License (ECDL), but it focuses on the mastery of specifi c technical skills while neglecting dimensions which are pedagogically signifi cant. In such a context, our research group developed a conceptual model for the notion of digital competence based on three dimensions: technological, cognitive and ethical. Grounding on this model, we worked out and tested an instrument (Instant DCA) to assess digital competence in students aged 15/16 years.

Gamification and learning: a review of issues and research

Abstract: This paper will review the literature on gamification and aim to apply principles of analysis for synthesize existing research, identify issues of controversy, uncover areas that future gamification research should investigate. The paper starts with an introductory paragraph which gives an overview of the topic (i.e., define the concept, identify the characteristic components, discuss about the elements of a gamified experience). Then, the attention is focused on gamified learning, in order to investigate what happens when gamification is introduced in class, especially on student’s motivation, engagement, and performances. The last part focuses on the lines of research to be pursued in the area of gamification and suggestions are made regarding those aspects which would benefit most from future research.

E-portfolio: the DNa of the Personal Learning Environment?

Abstract: This paper is based on research undertaken for the European Commission funded project MOSEP: More Esteem with My Portfolio. The ideas expressed do not reflect the opinion or policy of the European Commission, neither do they necessarily reflect the views of the project partners.

How Can 3d Virtual Worlds Be Used To Support Collaborative Learning? An Analysis Of Cases From The Literature

Abstract: Excited at the prospects of engaging their Net Generation students, educators worldwide are attempting to exploit the affordances of threedimensional (3D) virtual worlds such as Second Life, citing collaborative learning as rationale, though often without careful consideration of the design of learning activities to support and enable collaboration. Drawing on three recent examples of 3D virtual worlds in education, the primary aim of this article is to critically assess the evidence that well-designed learning interventions using these types of environments are able to exhibit the key ingredients or elements of collaborative learning. The article concludes with a consideration of some of the problems and challenges that exist, before offering number of recommendations for practitioners.