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Home arrow Education arrow Learning and Knowledge Analytics in Open Education: Selected Readings from the AECT-LKAOE 2015 Summer International Research Symposium

Learning and Knowledge Analytics in Open Education: Selected Readings from the AECT-LKAOE 2015 Summe


Learning Is a Journey, not a DestinationWhat Is Teaching?Getting from Point A to Point BKnowing the Learner, Knowing the LessonAligning EvaluationWhat Is “Normal”?ConclusionReferencesThe Impact of Instructional Design Questions of ConscienceIntroductionDiscussionConclusionReferencesUsing Data Analytics to Drive Performance and Instructional Decision-MakingIntroductionOptimization Through AssessmentGlobal PositioningGPS and LearningImpactful TechnologyStrategy and FocusStrategy for Using Data Analytics to Create Meaningful Assessments to Drive Performance and Enhance Instructional Decision-MakingMeasure PerformanceStep 1: Identify Representative TasksIdentify Expert PerformersStep 2: Select Expert and Nonexpert PerformersIdentify Mediating MechanismsStep 3: Analyze Performance to Understand Mechanisms that Allow Individuals to ExcelFacilitate Acquisition of Mediating MechanismsStep 4: Use Information to Drive Future Training and Performance Improvement StrategiesBroad Impact on LearningReferencesLearning Analytics: Serving the Learning Process Design and OptimizationIntroductionProcess Model of Learning AnalyticsMultisource Data Collection and StorageTypical Approaches of Data Analysis and VisualizationOptimizing Learning and TeachingConclusionReferencesDesign of Online Student Orientation with Conceptual and Procedural ScaffoldingIntroductionProject OverviewLiterature ReviewStudent Orientation for Online LearningScaffolding in Open-Ended Online Learning EnvironmentsDesign Framework and Research MethodAnalysis for DesignAnalysis of Student and Instructor NeedsAnalysis of Learning ContextAnalysis of Learning TasksStrategies in DevelopmentFormative EvaluationUsability TestingStudent Performance and ParticipationKnowledge of Online Learning StrategiesPerceived UsefulnessTechnology Competency and Awareness of Tech Support InformationConclusion and DiscussionReferencesImproving Learning in MOOCs Through Peer Feedback: How Is Learning Improved by Providing and Receiving Feedback?IntroductionCollaborative Inquiry in MOOCs, Peer Assessment, and LearningMethodsData SourcesData AnalysisFor the Analysis of Student EssaysFor Analysis of Student Perceptions of Peer AssessmentFor Analysis of Students ’ Community KnowledgeResults and FindingsThe Effects of Providing Grading/Feedback on the Quality of WritingThe Effects of Receiving Feedback on the Quality of WritingCommunity KnowledgeDiscussion and ImplicationsReferencesEmerging Technology: Instructional Strategies for Nailing Jell-O to a TreeAiming at a Moving TargetEmerging TechnologiesInstructional StrategiesMotivationMerrill’s First Principle of InstructionTask-Centered PrincipleActivation PrincipleDemonstration PrincipleApplication PrincipleIntegration PrincipleConclusionsReferencesUtopian and Dystopian Futures for Learning TechnologiesIntroductionUtopia and Dystopia DefinedThe Future of Learning Technologies: A Utopian ModelThe Future of Learning Technologies: A Brief Dystopian ViewReferencesOpen Educational Resources (OER)-Based Flipped Classroom Practice in an Undergraduate CourseIntroductionPurpose and Objectives of the StudyDescription of Instructional ApproachesCourse Format and OrganizationCourse Evaluation DesignMethodsParticipantsData Collection InstrumentData Collection and AnalysisFindingsObjective 1: Describe Participating Students’ Perceptions About OER and MOOCs Before the CourseObjective 2: Describe Participating Students ’Objective 3: Examine Students’ General e-Learning Satisfaction After the CourseConclusions and SuggestionsReferencesTracking Students’ Activities in Serious GamesIntroduction and Related LiteratureResearch Questions and ContextMethodParticipantsData SourcesLog FilesPerformance ScoreAnalyses and FindingsCorrelations of Tracking Variables with. Students’ PerformanceLearning PathDiscussion and ConclusionLimitations and Future DirectionsReferencesEight Trends Affecting the Field of Instructional Design and Technology: Opportunities and ChallengesIntroduction: A Clarification of TermsTrend #1: Performance ImprovementTrend #2: Performance SupportTrend #3: Online LearningTrend #4: Social MediaTrend #5: Educational GamesTrend #6: Mobile LearningTrend #7: Massive Open Online CoursesTrend #8: Learning AnalyticsConclusion: The Expanding ToolboxReferencesSocial Media: An Integration Guideline for Teaching and Learning in Higher EducationIntroductionMethodOverview of Research DesignParticipantsData Collection and AnalysisResultsDemographic Characteristics of ParticipantsExternal and Internal BarriersGuidelines for Social Media IntegrationCurating ContentIntended audienceCopyrightIntellectual PropertyViolations of Academic IntegrityProtecting Student PrivacyAntiharassmentDiscussionsTechnology BarriersWireless Access and ReliabilityTool Access, Reliability and ComplexityProcess BarriersSupportProfessional DevelopmentAdministrative BarriersCompensation and Time RequirementsEnvironmental BarriersLegal IssuesTechnology EffectivenessConclusionReferencesAn Instructional Design Model for Information ScienceIntroductionInstructional DesignInstructional Design ModelsInformation ScienceAn Instructional Design Model for Information ScienceConclusionReferencesIf Content Is King then e Instruction Is QueenMotivationTypical Instructional SequenceInstructional EventsTELL-ASK ExampleFirst Principles of InstructionSupport for First Principles of InstructionDemonstration PrincipleApplication PrincipleLearning EventsExample Tell-Show-Do InstructionHow to Revise Existing InstructionThe Context ProblemProblem-CenteredProblem-Centered ExampleRecommendationConclusionReferencesAcademic Writing, Publishing, and Presentations in Educational TechnologyAssumptions and ImplicationsOrganizationEducational ResearchPresentation GuidelinesWriting GuidelinesDeveloping a Research AgendaTypes of Research Questions and Associated MethodsPresenting—Where to Present and WhyPublishingResourcesReferencesChinese Scholars’ Perspectives Regarding Educational TechnologyIntroductionMethodologyDesign and SampleThe Survey InstrumentFindings and AnalysisProcedure of Data AnalysisFindingsUnderstanding of the Educational Technology FieldUnderstanding of the Major Areas in the Educational Technology FieldWhere Most Knowledge in Educational Technology Was ObtainedTextbooks Used in the SchoolResearch Interest in Educational TechnologyResearch Areas in Which Studies Were ConductedPapers PublishedPerspectivesIdeas, Perceptions, and PerspectivesDiscussion and ConclusionReferencesEpilogueThe Importance of Instructional EventsAligning Goals, Instruction, and AssessmentThe Growing Interest in Learning AnalyticsThe Importance of Clear Written CommunicationConclusionReferences
 
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