39 results on '"McPherson, Maggie"'
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2. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, July 20-22, 2017)
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International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, McPherson, Maggie, Kommers, Piet, and Isaias, Pedro
- Abstract
These proceedings contain the papers of the International Conference e-Learning 2017, which was organised by the International Association for Development of the Information Society, 20-22 July, 2017. This conference is part of the Multi Conference on Computer Science and Information Systems 2017, 20-23 July, which had a total of 652 submissions. The e-Learning (EL) 2017 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. The conference also included one keynote presentation from Thomas C. Reeves, Professor Emeritus of Learning, Design and Technology, College of Education, The University of Georgia, USA. The full papers presented at these proceedings include: (1) Game Changer For Online Learning Driven by Advances in Web Technology (Manfred Kaul, André Kless, Thorsten Bonne and Almut Rieke); (2) E-Learning Instructional Design Practice in American and Australian Institutions (Sayed Hadi Sadeghi); (3) A Game Based E-Learning System to Teach Artificial Intelligence in the Computer Sciences Degree (Amable de Castro-Santos, Waldo Fajardo and Miguel Molina-Solana); (4) The Next Stage Of Development of e-Learning at UFH in South Africa (Graham Wright, Liezel Cilliers, Elzette Van Niekerk and Eunice Seekoe); (5) Effect of Internet-Based Learning in Public Health Training: An Exploratory Meta-Analysis (Ying Peng and Weirong Yan); (6) Enhancing a Syllabus for Intermediate ESL Students with BYOD Interventions (Ewa Kilar-Magdziarz); (7) Post Graduations in Technologies and Computing Applied to Education: From F2F Classes to Multimedia Online Open Courses (Bertil P. Marques, Piedade Carvalho, Paula Escudeiro, Ana Barata, Ana Silva and Sandra Queiros); (8) Towards Architecture for Pedagogical and Game Scenarios Adaptation in Serious Games (Wassila Debabi and Ronan Champagnat); (9) Semantic Modelling for Learning Styles and Learning Material in an e-Learning Environment (Khawla Alhasan, Liming Chen and Feng Chen); (10) Physical Interactive Game for Enhancing Language Cognitive Development of Thai Pre-Schooler (Noppon Choosri and Chompoonut Pookao); (11) From a CV to an e-Portfolio: An Exploration of Adult Learner's Perception of the ePortfolio as a Job Seeking Tool (John Kilroy); (12) The Emotional Geographies of Parent Participation in Schooling: Headteachers' Perceptions in Taiwan (Hsin-Jen Chen and Ya-Hsuan Wang); (13) Geopolitical E-Analysis Based on E-Learning Content (Anca Dinicu and Romana Oancea); (14) Predictors of Student Performance in a Blended-Learning Environment: An Empirical Investigation (Lan Umek, Nina Tomaževic, Aleksander Aristovnik and Damijana Keržic); (15) Practice of Organisational Strategies of Improving Computer Rooms for Promoting Smart Education Using ICT Equipment (Nobuyuki Ogawa and Akira Shimizu); (16) Why Do Learners Choose Online Learning: The Learners' Voices (Hale Ilgaz and Yasemin Gulbahar); and (17) Enhancing Intercultural Competence of Engineering Students via GVT (Global Virtual Teams)-Based Virtual Exchanges: An International Collaborative Course in Intralogistics Education (Rui Wang, Friederike Rechl, Sonja Bigontina, Dianjun Fang, Willibald A. Günthner and Johannes Fottner). Short papers presented include: (1) Exploring Characteristics of Fine-Grained Behaviors of Learning Mathematics in Tablet-Based E-Learning Activities (Cheuk Yu Yeung, Kam Hong Shum, Lucas Chi Kwong Hui, Samuel Kai Wah Chu, Tsing Yun Chan, Yung Nin Kuo and Yee Ling Ng); (2) Breaking the Gendered-Technology Phenomenon in Taiwan's Higher Education (Ya-Hsuan Wang); (3) Ontology-Based Learner Categorization through Case Based Reasoning and Fuzzy Logic (Sohail Sarwar, Raul García-Castro, Zia Ul Qayyum, Muhammad Safyan and Rana Faisal Munir); (4) Learning Factory--Integrative E-Learning (Peter Steininger); (5) Intercultural Sensibility in Online Teaching and Learning Processes (Eulalia Torras and Andreu Bellot); (6) Mobile Learning on the Basis of the Cloud Services (Tatyana Makarchuk); (7) Personalization of Learning Activities within a Virtual Environment for Training Based on Fuzzy Logic Theory (Fahim Mohamed, Jakimi Abdeslam and El Bermi Lahcen); and (8) Promoting Best Practices in Teaching and Learning in Nigerian Universities through Effective E-Learning: Prospects and Challenges (Grace Ifeoma Obuekwe and Rose-Ann Ifeoma Eze). Reflection papers include the following: (1) A Conceptual Framework for Web-Based Learning Design (Hesham Alomyan); (2) The Key to Success in Electronic Learning: Faculty Training and Evaluation (Warren Matthews and Albert Smothers); (3) Using Games, Comic Strips, and Maps to Enhance Teacher Candidates' e-Learning Practice in The Social Studies (Nancy B. Sardone); (4) Scanner Based Assessment in Exams Organized with Personalized Thesis Randomly Generated via Microsoft Word (Romeo Teneqexhi, Margarita Qirko, Genci Sharko, Fatmir Vrapi and Loreta Kuneshka); (5) Designing a Web-Based Asynchronous Innovation/Entrepreneurism Course (Parviz Ghandforoush); and (6) Semantic Annotation of Resources to Learn with Connected Things (Aymeric Bouchereau and Ioan Roxin). Posters include: (1) Development of a Framework for MOOC in Continuous Training (Carolina Amado and Ana Pedro); and (2) Information Literacy in the 21st Century: Usefulness and Ease of Learning (Patricia Fidalgo and Joan Thormann). Also included is a Doctorial Consortium: E-Learning Research and Development: On Evaluation, Learning Performance, and Visual Attention (Marco Ruth). An author index is provided and individual papers include references.
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- 2017
3. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Madeira, Portugal, July 1-4, 2016)
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International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and McPherson, Maggie
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These proceedings contain the papers of the International Conference e-Learning 2016, which was organised by the International Association for Development of the Information Society, 1-3 July, 2016. This conference is part of the Multi Conference on Computer Science and Information Systems 2016, 1-4 July. The e-Learning (EL) 2016 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. These proceedings contain keynote lecture, "Twenty-First Century Skills, Technology and Open Learning: Re-Designing Teaching for the Digital Age" (Tony Bates) [abstract only] and workshop, "Making Sustainable Online Learning a Reality Informed by the Community of Inquiry Framework" (Susi Peacock and Lindesay Irvine). Full papers in these proceedings include: (1) Determining Factors of Students' Perceived Usefulness of e-Learning in Higher Education (Aleksander Aristovnik, Damijana Keržic, Nina Tomaževic and Lan Umek); (2) EvalCOMIX®: A Web-Based Programme to Support Collaboration in Assessment (María Soledad Ibarra-Sáiz and Gregorio Rodríguez-Gómez); (3) A Holistic Approach to Scoring in Complex Mobile Learning Scenarios (Marcel Gebbe, Matthias Teine and Marc Beutner); (4) Content Development for 72,000 Learners: An Online Learning Environment for General Practitioners. A Case Study (Dirk Pilat); (5) First Stages of Adult Students' Relationship to Scientific Knowing and Research in the Open University's Web-Based Methodology Course (Leena Isosomppi and Minna Maunula); (6) A Quantitative Analysis of the Role of Social Networks in Educational Contexts (Azam Shokri and Georgios Dafoulas); (7) Care Management: On Line-Based Approaches to Nurse Education in Ultrasound Imaging (Elena Taina Avramescu, Mitrache Marius and Adrian Camen); (8) Can e-Learning Change Work Practices? (Signe Schack Noesgaard); (9) A Practice of Mobile Learning Bases on Cloud Computing (Heng Wu and Zhong Dong); (10) Guidelines for Conducting a Post-Graduate Module within a Blended Synchonous Learning Environment, Facilitator and Student Perspectives (Christopher Upfold); (11) IT Tools in Initial Teacher Training (Dorin Herlo); (12) Application of a Reference Framework for Integration of Web Resources in DOLTRN--Case Study of Physics--Topic: Waves (Fabinton Sotelo Gomez and Armando Ordóñez); (13) Creating Micro-Videos to Demonstrate Technology Learning (Mark Frydenberg and Diana Andone); (14) An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online (Nello Scarabottolo); (15) How Do We Know What is Happening Online: A Triangulated Approach to Data Analysis (Marina Charalampidi and Michael Hammond); (16) Analysis of 3D Modeling Software Usage Patterns for K-12 Students (Yi-Chieh Wu, Wen-Hung Liao, Ming-Te Chi and Tsai-Yen Li); and (17) A Distributed Intelligent e-Learning System (Terje Kristensen). Short papers in these proceedings include: (1) Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry (Susi Peacock and John Cowan); (2) Automation in Distance Learning: An Empirical Study of Unlearning and Academic Identity Change Linked to Automation of Student Messaging within Distance Learning (Hilary Collins, Hayley Glover, Fran Myers and Mor Watson); (3) Developing the 1st MOOC of University of Porto: Challenges and Strategies (Isabel Martins, Nuno Regadas and Margarida Amaral); (4) Informal Language Learning in Authentic Setting, Using Mobile Devices and SNS (Ruthi Aladjem and Bibiana Jou); (5) Enhancing Third-Year Medical Clerkships: Using Mobile Technology for Teaching and Learning (Janette R. Hill, Michelle A. Nuss, Ronald M. Cervero, Julie K. Gaines and Bruce Middendorf); (6) Statistical Measures of Integrity in Online Testing: Empirical Study (Tom Wielicki); (7) The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion (Peter Gobel and Makimi Kano); (8) Collegewide Promotion on e-Learning/Active Learning and Faculty Development (Nobuyuki Ogawa and Akira Shimizu); (9) Training Portuguese Teachers Using Blended Learning--A Different Approach (Bertil P. Marques and Paula Escudeiro); (10) Gamify and Recognize Prior Learning: How to Succeed in Educators' Further Professional Training with Open Badges (Esko Lius); (11) How Do K-12 Students' Manage Applications on Their Mobile Devices? (Ruthi Aladjem and Sharon Hardof); (12) Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training (Marco Lazzari); and (13) Learning Factory--Assembling Learning Content with a Framework (Peter Steininger). Reflection papers in these proceedings include: (1) Equalizing Educational Opportunities by ICT (Ana María Delgado García and Blanca Torrubia Chalmeta); (2) The Acceptability of MOOC Certificates in the Workplace (Christina Banks and Edward Meinert); (3) Orchestration of Social Modes in e-Learning (Armin Weinberger and Pantelis M. Papadopoulos); (4) Information Competencies and Their Implementation in the Educational Process of Polish Universities. Exploratory Studies (Anna Tonakiewicz-Kolosowska, Iwona Socik and Monika Gajewska); (5) Virtual & Real Face to Face Teaching (Romeo Teneqexhi and Loreta Kuneshka); and (6) Virtual Scaffolding--Constructivism in Online Learning (Lachlan MacKinnon and Liz Bacon). The following poster is included: Active Learning Methods in Programming for Non-IT Students (Olga Mironova, Irina Amitan, Jüri Vilipõld and Merike Saar). An author index is included. Individual papers contain references.
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- 2016
4. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, July 21-24, 2015)
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International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and McPherson, Maggie
- Abstract
These proceedings contain the papers of the International Conference e-Learning 2015, which was organised by the International Association for Development of the Information and Society and is part of the Multi Conference on Computer Science and Information Systems (Las Palmas de Gran Canaria, Spain, July 21-24, 2015). The e-Learning 2015 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; and e-Skills and Information Literacy for Learning. The conference included the Keynote Lectures: (1) "Fail Fast and Fail Forward--Embracing Failure as a Necessary Precursor of Success in the Delivery of eLearning Services," by Steven Duggan, Director, Worldwide Education Strategy, Microsoft; and (2) "A Different Perspective on the Singularity Point. How It Is Substituting Jobs in the Service Sector," by Jacques Bulchand-Gidumal, Professor of Digital Enterprises and Entrepreneurship, Universidad de Las Palmas de Gran Canaria, Spain. Papers in these proceedings include: (1) Playing Music, Playing with Music: A Proposal for Music Coding in Primary School (Adriano Baratè, Luca Andrea Ludovico, Giuseppina Rita Mangione, and Alessia Rosa); (2) Learning through Telepresence with iPads: Placing Schools in Local/Global Communities (Bente Meyer); (3) Strategic Decision Making Cycle in Higher Education: Case Study of E-Learning (Blaženka Divjak and Nina Begicevic Redep); (4) Performance & Emotion--A Study on Adaptive E-Learning Based on Visual/Verbal Learning Styles (Jennifer Beckmann, Sven Bertel, and Steffi Zander); (5) A MOOC and a Professional SPOC (Xu Cui, Zhenglei Zhang, and Lei Sun); (6) Increase in Testing Efficiency through the Development of an IT-Based Adaptive Testing Tool for Competency Measurement Applied to a Health Worker Training Test Case (Janne Kleinhans and Matthias Schumann); (7) Cognitive Presence in Virtual Collaborative Learning Assessing and Improving Critical Thinking in Online Discussion Forums (Jennifer Beckmann and Peter Weber); (8) Developing a Mobile Learning Management System for Outdoors Nature Science Activities Based on 5E Learning Cycle (Ah-Fur Lai, Horng-Yih Lai, Wei-Hsiang Chuang, and Zih-Heng Wu); (9) Behavioral Feature Extraction to Determine Learning Styles in E-Learning Environments (Somayeh Fatahi, Hadi Moradi, and Elaheh Farmad); (10) Maximizing and Personalizing E-Learning Support for Students with Different Backgrounds and Preferences (Olga Mironova, Irina Amitan, Jelena Vendelin, Jüri Vilipõld, and Merike Saar); (11) Usability of a Web-Based School Experience System: Opinions of IT Teachers and Teacher Candidates (Zülfü Genç); (12) Methodological Proposal for Elaboration of Learning Materials in Sign Language in University Teaching (J. Guillermo Viera-Santana, Dionisio Rodríguez-Esparragón, Juan C. Hernández-Haddad, and Jesús Castillo-Ortiz); (13) Moodle E-Learning System and Students' Performance in Higher Education: The Case of Public Administration Programmes (Lan Umek, Damijana Keržic, Nina Tomaževic, and Aleksander Aristovnik); (14) Cada Día Spanish: An Analysis of Confidence and Motivation in a Social Learning Language MOOC (Michael Henry and Diana Marrs); (15) Creating Games as Authentic Learning in the Information Technology Classroom (Mark Frydenberg); (16) Assisting Tutors to Utilize Web 2.0 Tools in Education (Isidoros Perikos, Foteini Grivokostopoulou, Konstantinos Kovas, and Ioannis Hatzilygeroudis); (17) Evaluating Students' Programming Skill Behaviour and Personalizing Their Computer Learning Environment Using "The Hour of Code" Paradigm (Nikolaos Mallios and Michael Gr. Vassilakopoulos); (18) Using Immersive Virtual Reality for Electrical Substation Training (Eduardo H. Tanaka, Juliana A. Paludo, Carlúcio S. Cordeiro, Leonardo R. Domingues, Edgar V. Gadbem, and Adriana Euflausino); (19) Goal Setting, Decision-Making Skills and Academic Performance of Undergraduate Distance Learners: Implications for Retention and Support Services (Nebath Tanglang and Aminu Kazeem Ibrahim); (20) Transformations: Mobile Interaction & Language Learning (Fiona Carroll, Rita Kop, Nathan Thomas, and Rebecca Dunning); (21) Digital Resource Exchange about Music (DREAM): Phase 2 Usability Testing (Rena Upitis, Karen Boese, Philip C. Abrami, and Zaeem Anwar); (22) Research Suggestions in the Design of a Global Graduate Business Program Delivered by Online Learning (Amy Puderbaugh); (23) Electronic Education System Model-2 (Fatih Güllü, Rein Kuusik, and Mart Laanpere); (24) Use of Cloud-Based Graphic Narrative Software in Medical Ethics Teaching (Alan S. Weber); (25) A Proposal to Enhance the Use of Learning Platforms in Higher Education (Bertil P. Marques, Jaime E. Villate, and Carlos Vaz de Carvalho); (26) Cloud Computing and Validated Learning for Accelerating Innovation in IoT (George Suciu, Gyorgy Todoran, Alexandru Vulpe, Victor Suciu, Cristina Butca, and Romulus Cheveresan); (27) An OWL Ontology for Metadata of Interactive Learning Objects (Bruno N. Luz, Rafael Santos, Bruno Alves, Andreza S. Areão, Marcos H. Yokoyama, and Marcelo P. Guimarães); (28) Utilizing E-Learning Systems in the Libyan Universities: Case Study; Tripoli University, Faculty of Engineering (Aisha Ammar Almansuri and Rowad Adel Elmansuri); (29) Making Sense of Game-Based User Data: Learning Analytics in Applied Games (Christina M. Steiner, Michael D. Kickmeier-Rust, and Dietrich Albert); (30) Practicing Low-Context Communication Strategies in Online Course Design for International Students Studying in the U.S. (Sharon Lalla); (31) Innovation Diffusion Model in Higher Education: Case Study of E-Learning Diffusion (Sanjana Buc and Blaženka Divjak); (32) Demonstrating DREAM: A Digital Resource Exchange about Music (Rena Upitis, Karen Boese, and Philip C. Abrami); (33) A Study on Teacher Training to Incorporate Gamification in Class Design--Program Development and Implementation in a Teacher Training Course (Shingo Shiota and Manabu Abe); (34) A Case Study of the Feedback Design in a Game-Based Learning for Low Achieving Students (Ting-Ling Lai and Hsiao-Fang Lin); (35) Development and Evaluation of an Informational Moral Lesson to Promote Awareness in Children (Kyohei Sakai, Shingo Shiota, and Kiyotaka Eguchi); and (36) Development and Design of a Problem Based Learning Game-Based Courseware (Chiung-Sui Chang, Jui-Fa Chen, and Fei-Ling Chen). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included. [For "Proceedings of the International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems (Lisbon, Portugal, July 15-19, 2014)," see ED557189.]
- Published
- 2015
5. Proceedings of the International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems (Lisbon, Portugal, July 15-19, 2014)
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International Association for Development of the Information Society (IADIS), Baptista Nunes, Miguel, and McPherson, Maggie
- Abstract
These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, Miloš Milutinovic, Božidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Štofková, Ivan Strícek and Jana Štofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ðorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.
- Published
- 2014
6. Structural Contructivism as an Epistemology for Professional e-Learning: Implications & Recommendations for the Design of eCPD Pedagogical Models
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Singh, Gurmit and McPherson, Maggie
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This position paper deploys a dialectical worldview and a critical sociological perspective on practice to conceptualize professional e-learning as a reflexive bundle of knowing, doing, thinking and reflecting that produces practical knowledge as the power to change when immersed in the dynamism of practice across social structures. It is therefore a structural constructivist process. Two implications for the design of electronic continuing professional development (eCPD) pedagogical models to address this learning challenge so as to improve the impact of eCPD programmes on professional practice are explored. Firstly, acknowledging the diversity of social actors in any process of eCPD for changing practice highlights that implementing technologies and implementing new evidence to improve practice brings up issues of conflict and confrontation because of the agency of all practitioners. Secondly, in such a context, educators could tackle the challenge of managing the reflexivity of professional networks by creating new informal social structures for social interaction and collaborative learning networked with technologies that disrupt existing structures. Finally, it concludes with recommendations for designing eCPD as a strategy to improve impact on practice. [For the full proceedings, see ED562127.]
- Published
- 2013
7. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Prague, Czech Republic, July 23-26, 2013)
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International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and McPherson, Maggie
- Abstract
These proceedings contain the papers of the International Conference e-Learning 2013, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Prague, Czech Republic, July 23-26, 2013). The e-Learning 2013 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepts submissions in the following seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. Keynote papers in these proceedings include: (1) Thoughts on the Quality of Learning in MOOCs (Thomas C. Reeves); and (2) Social Networks as the support of the e-Learning (Jan Lojda). Full papers in these proceedings include: (1) Evaluation of Visual Computer Simulator for Computer Architecture Education (Yoshiro Imai, Masatoshi Imai and Yoshio Moritoh); (2) Understanding Children's Museum Learning from Multimedia Instruction (Asmidah Alwi and Elspeth McKay ); (3) How Does the "Digital Generation" Get Help on Their Mathematics Homework? (Carla van de Sande, May Boggess and Catherine Hart-Weber); (4) Productization and Commercialization of IT-Enabled Higher Education in Computer Science: A Systematic Literature Review (Irja Kankaanpää and Hannakaisa Isomäki); (5) Motivating an Action Design Research Approach to Implementing Online Training in an Organizational Context (Christine Rogerson and Elsje Scott ); (6) Social e-Learning in Topolor: A Case Study (Lei Shi, Dana Al Qudah and Alexandra I. Cristea); (7) Training Educators: Plan for Replicating the Experience (Ulanbek Mambetakunov and Marina Ribaudo); (8) Choosing Learning Methods Suitable for Teaching and Learning in Computer Science (Estelle Taylor, Marnus Breed, Ilette Hauman and Armando Homann); (9) Teaching AI Search Algorithms in a Web-Based Educational System (Foteini Grivokostopoulou and Ioannis Hatzilygeroudis ); (10) Digital Histories for the Digital Age: Collaborative Writing in Large Lecture Courses (Leen-Kiat Soh, Nobel Khandaker and William G. Thomas); (11) Promoting Scientific Literacy through the Online Argumentation System (Chun-Yen Tsai); (12) Using a Techno-Skepticism Framework to Evaluate the Perception and Acceptance of a New Online Reading List (Ajmal Sultany and Samantha Halford); (13) SMS-Based Learning in Tertiary Education: Achievement and Attitudinal Outcomes (Yaacov J Katz); (14) e-Portfolios @ Teacher Training: An Evaluation of Technological and Motivational Factors (Alfred Klampfer and Thomas Köhler ); (15) Effects of Facebook Tutoring on Learning English as a Second Language (Chang-hwa Wang and Cheng-ping Chen); (16) An Italian Experience of Social Learning at High School (Michelle Pieri, Davide Diamantini and Germano Paini); (17) Distance Education: Educational Trajectory Control (Andrey Isaev, Alla Kravets, Ludmila Isaeva and Sergey Fomenkov); (18) Leadership for Sustaining Pedagogical Innovations in ICT Implementation: A Case Study of Taiwanese Vocational High School (Yih-Shyuan Chen, Yu-Horng Chen, Shun-Jyh Wu and Fang-Kai Tang); (19) Towards to a Versatile Tele-Education Platform for Computer Science Educators Based on the Greek School Network (Michael Paraskevas, Thomas Zarouchas, Panagiotis Angelopoulos and Isidoros Perikos); (20) Adaptive Feedback Improving Learningful Conversations at Workplace (Matteo Gaeta, Giuseppina Rita Mangione, Sergio Miranda and Francesco Orciuoli); (21) Teachers Little Helper: Multi-Math-Coach (Martin Ebner, Martin Schön, Behnam Taraghi and Michael Steyrer); (22) Youflow Microblog: Encouraging Discussions for Learning (Rafael Krejci and Sean W. M. Siqueira); (23) Interaction Problems Accessing e-Learning Environments in Multi-Touch Mobile Devices: A Case Study in Teleduc (André Constantino da Silva, Fernanda Maria Pereira Freire, Alan Victor Pereira de Arruda and Heloísa Vieira da Rocha); (24) Integrating a Learning Management System with a Student Assignments Digital Repository. A Case Study (Javier Díaz, Alejandra Schiavoni, María Alejandra Osorio, Ana Paola Amadeo and María Emilia Charnelli); (25) On the Recommender System for University Library (Shunkai Fu, Yao Zhang and Seinminn); (26) Developing and Implementing a New Online Bachelor Program: Formal Adoption of Videoconferencing and Social Networking as a Step towards M-Learning (Roland van Oostveen and François Desjardins); (27) Developing a User Oriented Design Methodology for Learning Activities Using Boundary Objects (?lga Fragou and Achilles Kameas); (28) User Acceptance of a Haptic Interface for Learning Anatomy (Soonja Yeom, Derek Choi-Lundberg, Andrew Fluck and Arthur Sale); (29) e-Learning Software for Improving Students Music Performance Using Comparisons (M. Delgado, W. Fajardo and M. Molina-Solana); (30) A Digital Game for International Students Adjustments (Maryam Bisadi, Alton Y.K Chua and Lee Chu Keong); (31) Developing an ICT-Literacy Task-Based Assessment Instrument: The Findings on the Final Testing Phase (Jessnor Elmy Mat-jizat); (32) Peer Tutoring in the CIS Sandbox: Does it Work? (Mark Frydenberg); (33) e-Competent Teacher and Principal as the Foundation of e-Competent School e-Education, the Largest School Informatization Project in Slovenia 2008-2013 (Magdalena Šverc, Andrej Flogie, Maja Vicic Krabonja and Kristjan Percic); (34) Collaborative Tools in Upper Secondary School--Why? (Helle Mathiasen, Hans-Peter Degn, Christian Dalsgaard, Christian W Bech and Claus Gregersen); (35) Adaptation of Educational Text to an Open Interactive Learning System: A Case Study for RETUDIS (M. Samarakou, E.D. Fylladitakis, G. Tsaganou, J. Gelegenis, D. Karolidis, P. Prentakis and A. Papadakis); and (36) Using Podcasts in Distance Education (Herman Koppelman). Short papers in these proceedings include: (1) Big Data & Learning Analytics: A Potential Way to Optimize eLearning Technological Tools (Olga Arranz García and Vidal Alonso Secades); (2) Critical Factors in Mobile eLearning: A Quasi-Systematic Review (Sergio Assis Rodrigues, Rodrigo Pereira dos Santos, Lucas Arnaud and Jano Moreira de Souza); (3) Analysis of Instruction Models in Smart Education (JaeHyeong Park, JeongWon Choi and YoungJun Lee); (4) The History Harvest: An Experiment in Democratizing the Past through Experiential Learning (William G. Thomas and Patrick D. Jones); (5) Challenges of Mongolian e-Learning and An Improvement Method of Implementation (S.Baigaltugs, B. Munkhchimeg and J.Alimaa); (6) Towards a Trust Model in e-Learning: Antecedents of a Student's Trust (Woraluck Wongse-ek, Gary B Wills and Lester Gilbert); (7) Elemental Learning as a Framework for e-Learning (John V. Dempsey and Brenda C. Litchfield); (8) An Interactive Training Game Using 3D Sound for Visually Impaired People (Hsiao Ping Lee, Yen-Hsuan Huang and Tzu-Fang Sheu); (9) e-Learning Practice-Oriented Training in Physics: The Competence Information (Alla G. Kravets, Oxana V. Titova and Olga A. Shabalina); (10) Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What is Essential? (Laura Salmi); (11) Usability Assessment of e-Cafe Operational Management Simulation Game (Chiung-sui Chang and Ya-Ping Huang); (12) System for Automatic Generation of Examination Papers in Discrete Mathematics (Mikael Fridenfalk); (13) Direction of Contents Development for Smart Education (YoungSun Park, SangJin An and YoungJun Lee); (14) Online Training in Australia (Joze Kuzic); (15) Using Facebook as a Virtual Classroom in a Public University in Mexico City (Miguel Angel Herrera Batista); (16) Exploring Competency Development with Mobile Devices (Maurice DiGiuseppe, Elita Partosoedarso, Roland Van Oostveen and Francois Desjardins); (17) A Study of the Metacognition Performance in Online Learning (Ya-Ping Huang and Chiung-Sui Chang); (18) Educational Company and e-Learning (František Manlig, Eva Šlaichová, Vera Pelantová, Michala Šimúnová, František Koblasa and Jan Vavruška ); (19) Structural Constructivism as an Epistemology for Professional e-Learning: Implications & Recommendations for the Design of ECPD Pedagogical Models (Gurmit Singh and Maggie McPherson); (20) e-Learning System for Experiments Involving Construction of Practical Electric Circuits (Atsushi Takemura); (21) Component-Based Approach in Learning Management System Development (Larisa Zaitseva, Jekaterina Bule and Sergey Makarov); (22) Learning Portfolio as a Service--A Restful Style (Shueh-Cheng Hu, I-Ching Chen and Yaw-Ling Lin); (23) Context Aware Recommendations in the Course Enrollment Process Based on Curriculum Guidelines (Vangel V. Ajanovski); and (24) A Model of e-Learning Uptake and Continued Use in Higher Education Institutions (Nakarin Pinpathomrat, Lester Gilbert and Gary B Wills). Reflections papers in these proceedings include: (1) The Development of Logical Structures for e-Learning Evaluation (Uranchimeg Tudevdagva, Wolfram Hardt and Jargalmaa Dolgor); (2) Ethics in e-Learning (Alena Bušíková and Zuzana Melicheríková); (3) A Comparative Study of e-Learning System for Smart Education (SangJin An, Eunkyoung Lee and YoungJun Lee); (4) Alternative Assessment Techniques for Blended and Online Courses (Brenda C. Litchfield and John V. Dempsey); (5) Assessing the Structure of a Concept Map (Thanasis Giouvanakis, Haido Samaras, Evangelos Kehris and Asterios Mpakavos); (6) Implementations for Assessing Web 2.0 on Education (Gabriel Valerio and Ricardo Valenzuela); (7) Storytelling: Discourse Analysis for Understanding Collective Perceptions of Medical Education (Yianna Vovides and Sarah Inman); (8) Perception and Practice of Taiwanese EFL Learners' Making Vocabulary Flashcards on Quizlet (Chin-Wen Chien); (9) A Study of Perceptions of Online Education among Professionals (Parviz Ghandforoush); and (10) The Design of the Test Format for Tablet Computers in Blended Learning Environments: A Study of the Test Approach-Avoidance Tendency of University Students (Takeshi Kitazawa). Posters in these proceedings include: (1) Blended Lessons of Teaching Method for Information Studies in Which Students Produce a Learning Guidance Plan (Isao Miyaji); (2) Factors Affecting Teenager Cyber Delinquency (Young Ju Joo, Kyu Yon Lim, Sun Yoo Cho, Bo Kyung Jung and Se Bin Choi); (3) Personalized Virtual Learning Environment from the Detection of Learning Styles (M. L. Martínez Cartas, N. Cruz Pérez, D. Deliche Quesada, and S. Mateo Quero); (4) Distance Online Course for Librarian in Mongolia, Reflection and Learned Lesson (Uranchimeg Tudevdagva and Garamkhand Surendeleg); (5) The Design and Development of a Computerized Attention-Training Game System for School-Aged Children (Tsui-Ying Wang and Ho-Chuan Huang); (6) Discovering Visual Scanning Patterns in a Computerized Cancellation Test (Ho-Chuan Huang and Tsui-Ying Wang); and (7) The Effects of Self-Determination on Learning Outcomes in a Blended Learning (Young Ju Joo, Kyu Yon Lim, Sang Yoon Han, Yoo Kyoung Ham and Aran Kang). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.
- Published
- 2013
8. Critical success factors for e-learning in Higher Education : an emancipatory and critical research approach
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McPherson, Maggie
- Subjects
378 - Abstract
For e-Learning to be successful, it is simply not enough that the courses are well designed, that the module delivery adopts appropriate pedagogical approaches, that tutors are well versed in their subject matter areas and are able to facilitate online courses. The intricacy of the various interest groups involved in this process has prompted this investigation into critical success factors for e-Learning. This holistic investigation seeks investigate the whole range of issues that might impact on the success of e-Learning and the key research question to be addressed is 'What are the underlying Critical Success Factors (CSFs) required to support the design, development, implementation and management of e-Learning in HE institutions?' In the context of this research, a compelling justification for adopting a more interpretivist approach is that it is often neither possible nor desirable to engage in research that is purely based on quantification when investigating attributes such as • attitudes, beliefs or judgements. In the context of this research, the goal was to allow the e-Learning CSFs to emerge from the evaluation of factors in the limited sphere of five high level categories, rather than placing a wider focus on the key performance indicators of HE programme provision in its entirety. By adopting a critical research approach, it was possible to elicit views from participants attending a number of international conference workshops in an environment away from their day to day work. The data was collected through focus groups at international workshops and was analysed through thematic analysis using a process of isolating and selectively coding similarities and differences of key issues within a particular aspect of e-Learning as identified by participants emerging from their own professional practice.
- Published
- 2008
9. A Constructive Alignment Approach for Assessing Essential Cultural Soft Skills in Tourism
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Caruana, Simon and Mcpherson, Maggie
- Published
- 2015
- Full Text
- View/download PDF
10. Using Web-Based Guided Reflection with Video to Enhance High Fidelity Undergraduate Nursing Clinical Skills Education
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Shortridge, Ann, McPherson, Maggie, and Loving, Gary
- Abstract
The United States is currently facing a crisis in health care and health professions education. Various studies (Committee on Quality of Health Care in America 2000; 2001; General Accounting Office, 2001) have documented astonishing death rates from medical errors as well as nursing and physician shortages. Thus it is obvious that the traditional "hands on" model historically used to teach and assess clinical judgment competence is or has become inadequate. New advances in simulation and web-based technologies can, if leveraged well, help educators address these challenges. Thus far, high fidelity simulation (HFS) clinical skills education sessions have been primarily conducted and debriefed in real time and the use of any related video recordings has been confined to faculty regarding its review. The goal of this project was to pilot test the impact of providing students the opportunity to review the video of their simulated session while reflecting on their performance within a structured format. The live debriefing that is a part of HFS sessions is also a form of reflection. The guided reflection prompt exercise used in this pilot is a secondary form of reflection. This paper describes the theoretical basis for this exercise, the findings of its initial evaluation and post study research that illuminates its limitations.
- Published
- 2014
11. Defining Adaptive Learning Paths For Competence-Oriented Learning
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Márquez, José Manuel, Ortega Ramírez, Juan Antonio, González Abril, Luis, Velasco Morente, Francisco, Nunes, Miguel Baptista (Coordinador), McPherson, Maggie (Coordinador), Nunes, Miguel Baptista, McPherson, Maggie, Universidad de Sevilla. Departamento de Economía Aplicada I, and Universidad de Sevilla. Departamento de Lenguajes y Sistemas Informáticos
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ComputingMilieux_COMPUTERSANDEDUCATION ,Long life learning ,Curriculum ,Ant Colony Optimization ,Adaptive learning path - Abstract
This paper presents a way to describe educational itineraries in a competence-oriented learning system in order to solve the problem of sequencing several independent courses. The main objective is to extract adaptive learning paths composed by the subset of needed courses passed in the right order. This approach improves the courses’ re-usability allowing courses to be included in different itineraries, improving the re-usability of the courses, and making possible the definition of mechanisms to adapt the learning path to the learner’s needs in execution time
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- 2008
12. Exploring the influence of group characteristics on interactions during collaborative gaming
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Bonanno, Philip, Kommers, Piet, Nunes, Miguel Baptista, McPherson, Maggie, and Faculty of Behavioural, Management and Social Sciences
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Interactivity ,Pedagogy ,ComputingMilieux_PERSONALCOMPUTING ,Collaborative gaming ,Collaboration ,Gamed-based learning ,Process-oriented approaches - Abstract
Collaborative gaming is evolving into the latest pedagogically stimulating scenario motivating research from different perspectives. Group-based gaming is analysed through a methodology that integrates the role of various variables in mediating interactions. An interactions-oriented pedagogical model categorises task and person-oriented interactions (T&POIs) along the domain, technology and community dimensions, and across three pedagogical levels. Using this model, P&TOIs, directionality of interactions, individual gaming roles adopted during collaborative gaming and level of friendship shown by participants are quantified in relation to group characteristics - group composition by gender, by gaming competence and by level of friendship, group size and emerging collective gaming strategy. The different interactions profiles are compared and contrasted to identify factors and processes that influence interactions. Factors that determine effective collaborative gaming will be identified to guide pedagogy for collaborative game-based learning.
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- 2007
13. Designing collaborative e-learning for the net generation
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Baptista Nunes, Miguel, McPherson, Maggie, Le Rossignol, Karen, Baptista Nunes, Miguel, McPherson, Maggie, and Le Rossignol, Karen
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The designer of higher education programs is on the cusp of some very exciting resource development particularly in the area of postgraduate coursework. Part of this is because of the new learner, a millennial or net generation learner who is time-poor, a networker with strong inclinations towards social or community knowledge pooling and a multiple media literacy which is comfortable in virtual worlds and with visual emphasis. The other element is the perceived changing role of the university or higher education in the transfer of knowledge, moving from a transmission or narrative model to learner-centred and performative approaches. This has been highlighted by greater emphasis on experiential learning methodologies, and the development of action learning practices. The nexus of these two influences, the new learner and the higher education response to delivering learning, may be elaborated further from learning theory which seems to be moving beyond social constructivist approaches, or certainly encompassing what is referred to as connectivism. This may be a new theoretical approach, or it could simply be an organic growth in meeting the needs of large numbers of higher education student participants who perceive a degree as a skills-based workplace preparation. Whatever the theoretical underpinning may be, the large numbers of learners moving to postgraduate coursework or more workplace oriented programs and subjects has thrown out the challenge to instructional designers to provide just-in-time, relevant and socially transferred learning with strong creative and imaginative engagement. The case studies incorporated in this paper provide two separate approaches to these challenges - one is a workplace oriented postgraduate team project in a Masters in Communication, the other provides a virtual simulation for developing creative and professional writing skills at postgraduate levels. They both provide perspectives on the net generation lear
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- 2009
14. Defining Adaptive Learning Paths For Competence-Oriented Learning
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Nunes, Miguel Baptista, McPherson, Maggie, Universidad de Sevilla. Departamento de Economía Aplicada I, Universidad de Sevilla. Departamento de Lenguajes y Sistemas Informáticos, Márquez, José Manuel, Ortega Ramírez, Juan Antonio, González Abril, Luis, Velasco Morente, Francisco, Nunes, Miguel Baptista, McPherson, Maggie, Universidad de Sevilla. Departamento de Economía Aplicada I, Universidad de Sevilla. Departamento de Lenguajes y Sistemas Informáticos, Márquez, José Manuel, Ortega Ramírez, Juan Antonio, González Abril, Luis, and Velasco Morente, Francisco
- Abstract
This paper presents a way to describe educational itineraries in a competence-oriented learning system in order to solve the problem of sequencing several independent courses. The main objective is to extract adaptive learning paths composed by the subset of needed courses passed in the right order. This approach improves the courses’ re-usability allowing courses to be included in different itineraries, improving the re-usability of the courses, and making possible the definition of mechanisms to adapt the learning path to the learner’s needs in execution time
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- 2008
15. Teaching with wikis : addressing the digital divide
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Whitton, Nicola, McPherson, Maggie, Samarawickrema, Gayani, Benson, Robyn, Brack, Charlotte, Whitton, Nicola, McPherson, Maggie, Samarawickrema, Gayani, Benson, Robyn, and Brack, Charlotte
- Abstract
This paper addresses some aspects of the digital divide affecting teachers and learners in higher education. These relate to divisions arising from variable rates of technology adoption by teachers, which may be especially problematic when students’ uptake of technology is much more rapid than those who teach them, and also to divisions within the student body which teachers need to accommodate when they plan the design of learning. To address these divisions, we designed a pilot online workshop to prepare a small group of teaching staff at two Australian universities for using wikis in teaching and assessment. Participants were immersed in the experience of collaborating on a project in a wiki as learners, and then asked to reflect on this experience as teachers. We used a participatory action research approach with a view to developing a community of enquiry to investigate this experience for improving future offerings, and informing the participants’ teaching practice. This paper reports on the professional development effort, reflecting on the successes and limitations of the work, and lessons learned in relation to bridging the above aspects of the digital divide. We then comment on the potential for further development in the context of the evolution of learning technology as a research discipline.
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- 2008
16. E-creativity: investigating computer-supported creativity
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Isaias, Pedro, McPherson, Maggie, Bannister, Frank, Eales, R. T. Jim, Nichol, Sophie, Perera, Dharani, Isaias, Pedro, McPherson, Maggie, Bannister, Frank, Eales, R. T. Jim, Nichol, Sophie, and Perera, Dharani
- Abstract
A fusion of the power of modem information and communication technology with the potential of human creativity provides an important and interesting area for research. In this paper, we outline this general research area that we term ecreativity. In particular, we describe our own focus of interest that we label computer supported creativity and the design of creativity support systems. As this is a largely uncharted territory, further research is of vital importance. We describe our research approach in this area and illustrate this with extracts from a case study of an artist who makes extensive and novel use of information technology in her creation of paintings.
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- 2006
17. A participational security method for healthcare organisations
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Isaias, Pedro, McPherson, Maggie, Bannister, Frank, Warren, Matthew, Leitch, Shona, Isaias, Pedro, McPherson, Maggie, Bannister, Frank, Warren, Matthew, and Leitch, Shona
- Abstract
The use of participational approaches in system design have been debated for a number of years. Within this paper we describe a method that was used to effectively design information systems and implement information security countermeasures within a health care environment. The paper shows how it was used in a number of different environments.
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- 2006
18. A conceptual model of and framework for benchmarking online security
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Isaias, Pedro, McPherson, Maggie, Bannister, Frank, Pye, Graeme, Warren, Matthew, Isaias, Pedro, McPherson, Maggie, Bannister, Frank, Pye, Graeme, and Warren, Matthew
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- 2006
19. Learning Support in Online Constructivist Environments in Information Systems
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Nunes, Miguel, primary and McPherson, Maggie, additional
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- 2006
- Full Text
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20. An Action Research Model for the Management of Change in Continuing Professional Distance Education
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Nunes, Miguel Baptista, primary and McPherson, Maggie, additional
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- 2003
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21. Using Web-based Guided Reflection with Video to Enhance High Fidelity Undergraduate Nursing Clinical Skills Education.
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SHORTRIDGE, ANN, MCPHERSON, MAGGIE, and LOVING, GARY
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CLINICAL competence ,ONLINE education ,HIGH-fidelity sound systems ,UNDERGRADUATES ,MEDICAL care ,MEDICAL personnel ,EDUCATION - Abstract
The United States is currently facing a crisis in health care and health professions education. Various studies (Committee on Quality of Health Care in America 2000; 2001; General Accounting Office, 2001) have documented astonishing death rates from medical errors as well as nursing and physician shortages. Thus it is obvious that the traditional "hands on" model historically used to teach and assess clinical judgment competence is or has become inadequate. New advances in simulation and web-based technologies can, if leveraged well, help educators address these challenges. Thus far, high fidelity simulation (HFS) clinical skills education sessions have been primarily conducted and debriefed in real time and the use of any related video recordings has been confined to faculty re-garding its review. The goal of this project was to pilot test the impact of providing students the opportunity to review the video of their simulated session while reflecting on their performance within a structured format. The live debriefing that is a part of HFS sessions is also a form of reflection. The guided reflection prompt exercise used in this pilot is a secondary form of reflec-tion. This paper describes the theoretical basis for this exercise, the findings of its initial evaluation and post study research that illuminates its limitations. [ABSTRACT FROM AUTHOR]
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- 2014
22. Maggie V. McPherson Scrapbook
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McPherson, Maggie V. and McPherson, Maggie V.
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Maggie V. McPherson World War II Scrapbook
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- 1940
23. Maggie V. McPherson at typewriter
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McPherson, Maggie V. and McPherson, Maggie V.
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Maggie V. McPherson, seated at a desk, feeds paper into a typewriter, circa 1946. She wears the Red Cross military welfare winter uniform with four service stripes for four years of service.
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- 1945
24. e-Society.
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McPherson, Maggie and Isaias, Pedro
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PREFACES & forewords ,ONLINE education - Abstract
The article discusses various reports published within the issue, including one by Pierpaolo Dondio and Stephen Barrett on the trustworthiness of the articles in Wikipedia and another by Stephan Lukosch on extensions to a web-based collaborative learning platform used to support different collaborative learning scenarios.
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- 2007
25. A talk framework for problem-solving
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Hickman, Michael Harold, Monaghan, John, and McPherson, Maggie
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370 - Abstract
Group discussion in primary school mathematical problem-solving provides potentially significant benefits to children's learning, especially when discussion becomes dialogue, in which students achieve common understanding through cumulative questioning. Arising out of a need to develop talk whilst problem-solving on a primary teacher training programme in the UK, this research employs a think-aloud protocol alongside digital audio technology to promote and capture dialogue in two distinct group problem-solving situations. It explores how thinking-aloud, and the resulting recordings, can be used to support student teachers' verbalisation of mathematical problem-solving strategies, including via 'follow-up' recall opportunities, exploiting connections between thinking-aloud and stimulated recall that are distinct to this work. In addition to using the recall situation to encourage reflection on performance, a Talk Framework, reflecting mathematical problem-solving stages, has been employed to analyse the participants' discourse. The Framework has been used to highlight potentially valuable contributions in the initial group situation whilst also identifying aspects to be revisited in the replay situation. The findings of this work demonstrate that the provision of a think-aloud protocol alone does not guarantee the productive engagement of student teachers. Attitudes to mathematics and the group situation itself may impact on individuals' expectations of success. The Talk Framework coding, informed by Mercer's notions of cumulative, exploratory and disputational dialogue, highlights the degree to which exploratory dialogue is perhaps lacking, with a newly proposed category, "supercumulative", identifying contributions intended to provoke further explanation. This work highlights techniques that may be of benefit to student teachers and teacher educators when developing mathematical talk. It proposes networking of think-aloud and recall techniques to encourage reflection. It demonstrates that the provision of digitally recorded animated annotations provokes more discussion of the underlying mathematics than audio alone. Ultimately, it proposes a Talk Framework that can be used to identify valuable dialogue in the original problem-solving situation that can then be productively built upon to aid collective understanding of mathematical strategies in the subsequent recall.
- Published
- 2019
26. Constructive alginment approach for assessing essential cultural soft skills in the tourism sector through ICT
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Caruana, Simon, McPherson, Maggie, and Lau, Lydia
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370 - Abstract
The focus of this study was to investigate whether Information and Communication Technologies (ICT) may assist the acquisition and assessment of essential soft skills in tourism higher education. Intercultural Competence was identified as an essential skill for tourism due to the cultural diversity of visitors and country/region visited. Biggs and Tang's (2011) notion of Constructive Alignment was used to define the outcomes, the learning activities, and the assessment tasks making up the learning intervention. The interaction of the student participants with a blended learning environment provided the data required. Data was collected in two stages. In the first stage, through a focus group with the students, whereas in the second stage, interviews were used. Other stakeholders, academics, university IT services and employer representatives were interviewed separately to gain their views regarding the implementation of a blended learning environment. The results indicate that both students and academics are insufficiently prepared to work within a blended learning environment, resulting in a rather negative attitude towards it. Academics also referred to the lack of training related to outcomes-based learning and constructive alignment. As a result, learning outcomes are viewed as an administrative control tool, rather than a way to facilitate student learning. This lack of confidence affects not only the participants' use, but also their trust in the other parties involved, including peers. However, engagement with the blended learning environment improved students' trust, both in the blended learning environment itself and also in their peers, suggesting the need for a comprehensive training strategy. Stakeholders must also be provided with the opportunities to network and exchange information. A framework that establishes confidence and improve trust is required. Intercultural competence may serve this role. It can help identify stakeholders' attitudes towards one another, increase communication, empathise, and ultimately facilitate constructive interaction between them. Future research may look into applying intercultural competence into blended learning development and staff training in this sense and any other educational initiative where different stakeholders may be involved.
- Published
- 2019
27. University public engagement : the perspective of a Chilean institution in a process of reappraisal of extensión, linkage with the context and communications
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Dougnac Quintana, Paulette Andrea, Wilson, Michael, and McPherson, Maggie
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370 - Abstract
University public engagement has become a topic of renewed interest, and institutions are increasingly required to engage with communities in order to promote the impact of their research. This qualitative case study focuses on a Chilean public university developing a process of reappraisal of extensión, linkage with the context and communications, aimed to construct a form, indicators, rubric and definitions to include engagement as a criterion for academic and institutional assessment systems. The rationale for this study emanates from an interest in understanding the meaning and significance attached to public engagement at a Latin American public institution, and how these reflect on the role of the university in society. The research questions relate to the context of the reappraisal process, the way it was organised and developed, and the extent to which its outcomes satisfy the needs and expectations of stakeholders. Data collection methods included interviews, focus groups, observation and document analysis. Participants comprised academic and non-academic staff, students and community members, focusing on the group that led the reappraisal process and the case of three specific departments. The results show a perspective of public engagement grounded in a Latin American tradition of social purpose, where influencing public policy and contributing to the country's development is the main goal, and links with the civil society and the public sector are the most highly valued. A perspective of extensión as a way of preserving the university commitment to the public good and its character as a public institution was identified, contrasted by a relation with the community that was respectful, but tends not to consider it as a source of valuable knowledge. A framework of goals, partners and ways to engage was generated, which can be used by practitioners and researchers to plan or evaluate public engagement activities.
- Published
- 2018
28. Using technology to support the professional development of Iraqi ESL teachers in the post-invasion context
- Author
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Alali, Awf, Wedell, Martin, and McPherson, Maggie
- Subjects
370 - Abstract
This thesis sets out to explore the status of the professional development of the Iraqi EFL teachers in post-invasion Iraq. English language teaching in Iraq has witnessed a huge transition period after the invasion and a new English language curriculum was introduced as a result. The introduction of the new English language curriculum has, therefore, brought huge challenges for the EFL teachers. EFL teachers are in the middle of a challenging transitional period as far as their professional development is concerned due to the absence of in-service training. The new curriculum is significantly different from the old one because it contains a lot of communicative activities and technology based tasks that Iraqi teachers are not used to. They seem to be following the old professional development style and training that is stuck in their minds from the period prior to the American invasion of the country (although nothing available at the moment) which has now become unsuitable for the new curriculum that requires more up to date methods in teachers’ training and development. From 2003 access to technology and the Internet became available in Iraq, but learning through the Internet has not been applied yet in the education sector. As there is currently a lack of in-service training for Iraqi EFL teachers, this study investigates whether teachers in the ‘new’ Iraq consider it feasible to use technological tools as a platform for teachers’ professional development. Using a thematic perspective, the study investigated the perceptions, understandings and responses to status of teachers’ PD in a complex and chaotic setting in one province in Iraq. Data were generated through multiple qualitative interviews carried out over five research phases. What has emerged from the findings of this study is that the teachers’ professional development process currently remains in a state of chaos as a result of the political changes in the country following the American invasion in 2003 and the educational changes that followed. The data shows how English teachers in one city have responded to the idea of using technology for their PD purposes. It suggests that use of the now widely available aces of technology, and particularly the Internet, might provide a solution to the lack of more formal PD provision.
- Published
- 2017
29. Exploring the influences on faculty members' adoption of mobile learning at King Abdulaziz University, Saudi Arabia
- Author
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Alfarani, Leena Ahmad K., McPherson, Maggie, and Morris, Neil
- Subjects
371.33 - Abstract
The primary objective of this study is to explore the perceptions and attitudes of faculty members within King Abdulaziz University in Saudi Arabia regarding various factors that may influence their current and future use of mobile devices for teaching and learning purposes. The UTAUT and DIT theories were both utilised in this study along with two external constructs. This research employs a sequential online mixed methods approach, using quantitative statistics to illuminate qualitative findings. The sample of survey data consists of responses to 279-response online and paper-based survey. Online interviews were conducted with twenty faculty members, which added in-depth information to the research findings. This research reveals that performance expectancy, effort expectancy, social influence, facilitating conditions, perceived trialability, perceived social norms, and resistance to change were all statistically significant, and had a direct impact on faculty members’ perceptions about using m-learning, both now and in the future. However, in estimating the unique independent effect of each of the potential predictors on the faculty intention in relation to current and future use of m-learning, the results indicated that facilitating conditions, perceived trialability and perceived social norms were more likely than the other factors to influence respondent-preferences relating to their use of m-learning. In addition, the study revealed that mobile device usage was the only significant predictor from the personal characteristics of faculty members regarding the behavioural intention to use mobile learning. The current work attempts to design a unique theoretical framework and suggests that it is worthwhile for higher education institutions to review and assess the factors that are proposed to have significant impacts on faculty members’ intentions to adopt and accept m-learning in their current and future practice, as well as to look at the solutions offered as guidance for the mobile learning programme before embarking on its application.
- Published
- 2016
30. Potential use of online collaborative social networks to enhance learning and teaching in Saudi higher education
- Author
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Alnutaifi, Abdullah Mohammed A., McPherson, Maggie, and Higham, Jeremy
- Subjects
378.1 - Abstract
Education plays an important role in developing societies, and most governments around the world are paying more attention to collaborative learning in order to enhance educational outcomes. In this context, using technologies in education has been a critical factor in developing such educational systems. The use of online collaborative social networks (OCSNs) for educational purposes has become a highly debated topic among researchers all over the world. The current study aims to contribute to this debate by examining the potential use of OCSNs in Saudi Arabia’s higher education, which, due to its specific culture, faces particular educational issues. The study used a mixed method approach, with the Delphi method and followed up with interviews. Forty-eight experts selected from five Saudi government universities participated in the study and some of them participated in the later interviews. A combination of qualitative and quantitative data was obtained from these two methods and the findings of the interviews method were used to help understand the findings from Delphi method. As part of the study, a new model of building knowledge in four dimensions was designed and was called the SNTPCK model. This model was used as a framework for the study and as a codes generator for data analysis. The findings of the study showed that it is possible to improve Saudi higher education by using OCSNs, and stated a number of factors that might affect such usage. In addition, the study developed a new model for using OCSNs in higher education and described its implementation phases. In order to support the implementation model, the study developed a framework for the usage of OCSNs in education policy. The study concluded to that the Delphi method is an appropriate method of researching such phenomena. It recommended using OCSNs in Saudi higher education and recommended that OCSN implementation carried out gradually in the educational process.
- Published
- 2016
31. Improving impact on practice and patient care outcomes of online healthcare continuing professional development with Reflexive Networking
- Author
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Singh, Gurmit and McPherson, Maggie
- Subjects
362.17 - Abstract
This thesis theorizes and investigates Reflexive Networking, an innovative conceptual model for online healthcare continuing professional development (CPD) to improve impact on practice and patient care. Recently, financial pressures and the rise of the Internet have triggered a massive growth in online CPD globally. This shift assumes that online CPD causes behavior change and improves practice and care. Normative research on the impact of online CPD has mostly been in the form of positivist or realistic experiments. The evidence shows, however, that current online CPD models are failing. Because they do not affect the agency of professionals constrained by existing and new online structures, these models do not improve impact on practice and patient care. This design failure impels this thesis. I conceptualise online CPD as a dynamic process from Bourdieu’s sociological perspective on practice. Changing practice is an emergent outcome of the actions of various agents interacting across structures. I propose using technologies and pedagogies to enhance professionals’ capacity for agency and improve impact. This thesis critically and realistically evaluates the hypothesised model through an exploratory single case study with a commercial CPD provider. To test the intervention, a tutor delivered an online CPD programme to a small group of 7 doctors distributed across the UK. They had 4 facilitated online discussions over 2 months using a virtual classroom. I interpret data sets from online observations, interviews, and a before/after agency questionnaire-scale into a scientific narrative, with a touch of irony, to enable readers to understand if, how and why the process improves impact. The analysis suggests that in this case, participants’ capacity for agency increased by 13.4%. Participants were more likely to consider changing practice by discussing cases, exploring treatment options, and sharing information, opinions and advice on a targeted topic. Interpreting these findings, the more the process - including the technology – builds symbolic capital and exchanges social and cultural capital that counts as learning, the more likely busy professionals are to spend time online meshing scientific knowledge from clinical guidelines with their judgement and prior experiences, to produce practical knowledge on improving practice and patient care. Effective online CPD programmes should employ technologies and pedagogies strategically to design Reflexive Networking processes across organizations, time and distance and redirect the fields of healthcare and online CPD to deliver on ideals of evidence-based medicine. As one-off one-size-fits-all online CPD approaches such as communities of practice and e-learning modules do not affect the relative allocation of power (capitals) between professionals, educators and managers, they are disempowering. Rebooting Bourdieu for the Internet era disrupts structural boundaries and makes visible the hitherto invisible dimensions of agency for changing behaviour and practice, contributing a theoretically informed practical model to solve an urgent problem in healthcare human resource management. At a time when universal access to healthcare remains a hopeless goal, the dominant biomedical culture that has perverted online CPD to transmit knowledge and skills must be fought. Valuing ethical social relations and moral interactions is critical to produce pleasurable conformity as practice. Future researchers will craft self-regulating Reflexive Networking experiences in various CPD contexts to liberate educators and empower all practitioners - particularly those denied access in remote locations – to learn collaboratively across structures and continuously evaluate improvements in impact on practice and patient care.
- Published
- 2016
32. Virtual scaffolding – constructivism in online learning
- Author
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MacKinnon, Lachlan, Bacon, Liz, Nunes, Miguel Baptista, and McPherson, Maggie
- Subjects
QA75 ,ComputingMilieux_COMPUTERSANDEDUCATION - Abstract
This reflection paper considers the recent growth of online courses, in particular MOOCs, against the backdrop of growing demand for higher education, the failings of our existing higher education models, and the continued but unsuccessful attempts of new technologies to revolutionise education. The authors argue that focusing on technology alone will always be unsuccessful, as it fails to recognise that learning is a social experience, which technology can aid but not replace. They argue that online education must take on board and address the issues of social constructivism in order to be effective. They use their own experience of developing online courses, combined with a consideration of the existing research in the area, to propose a future model for online provision. They conclude by identifying the future research needed to realise this model, and highlighting research on the potential future evolution of higher education.
- Published
- 2016
33. First Stages of Adult Students Relationship to Scientific Knowing and Research in the Open University's Web-Based Methodology Course
- Author
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Isosomppi Leena, Minna Maunula, Nunes, Miguel Baptista, and McPherson, Maggie
- Subjects
web-based learning ,relationship to science ,ComputingMilieux_COMPUTERSANDEDUCATION ,avoin yliopisto ,adult learners ,personal epistemology - Abstract
The adult students who participate in the web-based studies of the open university have in many ways heterogeneous starting points for studying and learning, for example, the educational backgrounds, the acquired work experience, the general academic skills and the objectives of the future can vary considerably. The adult students striving from the different starting points pursue their own individual objectives and the set educational dimensions of the academic education. In the academic adult education, individuality and the adult student's autonomy are emphasized and at the same time, diverse knowledge, skills and understanding are sought after. One key objective of the higher education is the development of the scientific thinking and refining of personal epistemology and the readiness for their complementary reflection. The personal relationship of an adult student to the scientific knowledge and, at the same time, the academic identity are based dialogically and process-like in the dynamic and complex interaction field of cognitive, emotional and social factors. The adult student's genuine and profound learning experience touches personal epistemology and is strongly connected to the individual's meta-cognitive and cognitive processes. Furthermore, the feelings which are related to the adult student's study and the social life field are involved in the process. In our article we examine the open university's adult students' personal relationship to science and to scientific knowledge which is structured gradually and in a process-like fashion. The examination adheres to the situation at the beginning of the open university e-learning course in qualitative methodology and on the students' own reflection. We focus the examination on those adult students who did not have earlier experience of carrying out research or of the methodology of qualitative research when the course in qualitative methodology began. The research material consists of the learning diaries the students (N= 41) kept during the course, the diaries which were also a part of the course work. From the material, five different personal, academic science relationships crystallize through a material based content analysis: outsider, superficial, timid, critical realist and user of the expert knowledge. Finally we present e-pedagogical conclusions as a summary of how the adults' learning process can be supported when aiming for the thinking which integrates personal everyday knowledge and scientific knowledge and how the commitment to the development of one's own thinking can be reinforced. peerReviewed
- Published
- 2016
34. Student interaction in electronic environment
- Author
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Banek Zorica, Mihaela, Ogrizek Biškupić, Ivana, Ivanjko, Tomislav, Baptista Nunes, Miguel, and McPherson, Maggie
- Subjects
Web 2.0 ,social media ,ComputingMilieux_COMPUTERSANDEDUCATION ,student information behaviour ,DRUŠTVENE ZNANOSTI. Informacijske i komunikacijske znanosti ,SOCIAL SCIENCES. Information and Communication Sciences - Abstract
Faced with the new challenges of social software and web 2.0 tools, a question of implementing these in educational environment is raised. In order to better understand the information behaviour of students research was conducted on two academic institutions, state funded Faculty of Humanities and Social Sciences, University of Zagreb, and privately funded Accredited College of Business and Management Baltazar Adam Krčelić. Research was based on student information behaviour specifically on their patterns in using new web services (i.e. web 2.0 tools) and discovering new information needed in educational process. In order to recognize the need of implementing web 2.0 services in existing elearning systems, the patterns of their usage needed to be examined.
- Published
- 2011
35. Between analysis and transformation: technology, methodology\ud and evaluation on the SPLICE project
- Author
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Johnson, Mark, Lager, Peter, Pollard, Bill, Hall, Graham, Edwards, Miranda, Whitfield, Pete, Ward, Rupert, Davis, Hugh, Creanor, Linda, McPherson, Maggie, and Rennie, Frank
- Subjects
LB2300 ,LC5201 - Abstract
This paper concerns the ways in which technological change may entail methodological development in e-learning research. The focus of our argument centres on the subject of evaluation in e-learning and how technology can contribute\ud to consensus-building on the value of project outcomes, and the identification of mechanisms behind those outcomes.\ud \ud \ud We argue that a critical approach to the methodology of evaluation which harnesses technology in this way is vital to agile and effective policy and strategymaking in institutions as the challenges of transformation in a rapidly changing educational and technological environment are grappled with.\ud \ud \ud With its focus on mechanisms and multiple stakeholder perspectives, we identify Pawson and Tilley’s ‘Realistic Evaluation’ as an appropriate methodological approach for this purpose, and we report on its use within a JISC-funded project on\ud social software, SPLICE (Social Practices, Learning and Interoperability in Connected Environments). The project created new tools to assist the identification of mechanisms responsible for change to personal and institutional technological practice. These tools included collaborative mind-mapping and focused questioning, and tools for the animated modelling of complex mechanisms. By using these tools, large numbers of project stakeholders could engage in a process where they were encouraged to articulate and share their theories and ideas as to why project outcomes occurred. Using the technology, this process led towards the identification and agreement of common mechanisms\ud which had explanatory power for all stakeholders.\ud \ud \ud In conclusion, we argue that SPLICE has shown the potential of technologicallymediated Realistic Evaluation. Given the technologies we now have, a methodology based on the mass cumulation of stakeholder theories and ideas about mechanisms is feasible. Furthermore, the summative outcomes of such a process are rich in explanatory and predictive power, and therefore useful to the immediate and strategic problems of the sector. Finally, we argue that as well as generating better explanations for phenomena, the evaluation\ud process can itself become transformative for\ud stakeholders.
- Published
- 2009
36. An e-learning support toolkit for social work students on placement
- Author
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Zhang, Pei, Wills, Gary B., Howard, Yvonne, Oussena, Samia, Kramer, Dean, Barn, Ravinder, Barn, Balbir, International Association for Development of the Information Society, Nunes, Miguel Baptista, and McPherson, Maggie
- Abstract
Students of the social work professions generally are required to be placed in social work settings and to undergo assessment in the workplace during their training. These students are usually supported by qualified practice tutors who regularly meet with them and give feedback on their practice performance and progress. The support procedure sometimes is fragile and affects the quality of the students? learning experience. Through a user centered design approach, the Remora project aims to provide an integration of mobile software toolkits and social software applications to support work-based learning and assessment for social workers. Two main applications are created and deployed on two categories of portable devices to help practice workers in their administration, information sharing and collection of documents linking with competency learning resources. The applications are extendible to be applicable to any work-based learning situation.
- Published
- 2009
37. Complex Learning Communities
- Author
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McDonald, D.M., Isaías, Pedro, McPherson, Maggie, and Kommers, Piet
- Subjects
LC5201 - Abstract
A new breed of learning community which is driven by the need to generate learning, creativity and economic capacity is emerging as a result of the demands of the Information Society. Radical heterogeneity and multiple drivers make these learning communities significantly different from previously identified learning communities such as corporate Communities of Practice or Virtual Learning Communities. If full benefit is to be realised from such Complex Learning Communities (CLCs), then better understanding of their complex behaviour and methods of maximising their effectiveness are required. This short paper presents an overview of CLCs and reports on the development of a research agenda designed to address the identified gaps in knowledge.
- Published
- 2005
38. Learning with E's: putting technology in its place
- Author
-
Luckin, Rosemary, Coultas, Julie, du Boulay, Benedict, Isaias, Pedro, Kommers, Piet, and McPherson, Maggie
- Subjects
ComputingMilieux_COMPUTERSANDEDUCATION ,LB ,QA76 - Abstract
The topic of e-learning is the focus of much current interest within education and industry. to decrease the use of computers within education made by Cordes and. Miller (2000), for example, we need to avoid the temptation to pay too much attention to the technology and too little attention to the learners, teachers and their context. The future design challenge we face is the development of interactive educational content that enables learners to bridge the gap between the operational and conceptual levels of their interactive experience and engage with the concepts of the discipline being studied. The technology challenge is building a platform for the delivery of this content through existing and emerging technology and in multiple contexts. The theoretical challenge and potential pedagogical benefits lay in the development of a central pedagogical framework. In order to address these challenges we need to reflect on our progress to date, to assess the evidence for the effectiveness of e-learning and to identify what works and why.
- Published
- 2004
39. How do we know what is happening online? : a triangulated approach to data analysis
- Author
-
Charalampid, Marina, Hammond, Michael, Bapistas Nunes, Miguel, and McPherson, Maggie
- Subjects
ZA ,H1 - Abstract
This paper discusses the process of analysing online discussion and argues for the merits of mixed methods. Much research of online participation and e-learning has been either message focused or person focused analysis. The former covers methodologies such as content and discourse analysis, the latter interviewing and surveys. The paper discusses the strength and weaknesses of these approaches in the context of a study of an online social educational network for gifted students. Here interviews, questionnaire survey and content analysis were all used in order to explore the process of online discussion and the experience of taking part. The paper argues for a mixed approach in which different types of data can be compared and contrasted. Such triangulation is time-consuming but it allows for a comprehensive picture of the use of the network and the experience of online participation.
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