BibSonomyburst/author/LaurillardBibSonomy RSS feed for /author/Laurillard2012-02-15T22:42:55+01:00http://www.bibsonomy.org/bibtex/2bbb7ed1772f7b6bb05b90dad8fdf5339/dblpdblp2011-12-21T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Plowman">Lydia Plowman</a>, <a href="/author/Luckin">Rosemary Luckin</a>, <a href="/author/Laurillard">Diana Laurillard</a>, <a href="/author/Stratfold">Matthew Stratfold</a>, and <a href="/author/Taylor">Josie Taylor</a> </span><em>CHI, </em><em>page 310-317. </em><em>ACM, </em>(<em>1999</em>)Wed Dec 21 00:00:00 CET 2011CHIconf/chi/1999310-317Designing Multimedia for Learning: Narrative Guidance and Narrative Construction.1999dblp http://www.bibsonomy.org/bibtex/2bc3b4ef7ef61d66258fd60c168983282/yishyish2011-11-21T11:20:51+01:00asld-intro constructionism design education ldg ldse learning <span class="authorEditorList"><a href="/author/Laurillard">D. Laurillard</a>, <a href="/author/Charlton">P. Charlton</a>, <a href="/author/Craft">B. Craft</a>, <a href="/author/Dimakopoulos">D. Dimakopoulos</a>, <a href="/author/Ljubojevic">D. Ljubojevic</a>, <a href="/author/Magoulas">G. Magoulas</a>, <a href="/author/Masterman">E. Masterman</a>, <a href="/author/Pujadas">R. Pujadas</a>, <a href="/author/Whitley">E.A. Whitley</a>, and <a href="/author/Whittlestone">K. Whittlestone</a> </span><em>Journal of Computer Assisted Learning</em> (<em>2011</em>)Mon Nov 21 11:20:51 CET 2011Journal of Computer Assisted Learningno--noA constructionist learning environment for teachers to model learning designs2011asld-intro constructionism design education ldg ldse learning The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a learning design support environment to support and scaffold teachers' engagement with and development of technology-enhanced learning, based on user requirements and on pedagogic theory. To be able to adopt, adapt, and experiment with learning designs, teachers need a theory-informed way of representing the critical characteristics of good pedagogy as they discover how to optimize learning technologies. This paper explains the design approach of the Learning Design Support Environment project, and how it aims to support teachers in achieving this goal.http://www.bibsonomy.org/bibtex/2ebb3f574b59386dedfbd8fe9870857d1/jennymacjennymac2011-06-08T11:22:08+02:00CD design features learning multimedia narrative non-linear <span class="authorEditorList"><a href="/author/Laurillard">Diana Laurillard</a>, <a href="/author/Stratfold">Matthew Stratfold</a>, <a href="/author/Luckin">Rose Luckin</a>, <a href="/author/Plowman">Lydia Plowman</a>, and <a href="/author/Taylor">Josie Taylor</a> </span> (<em>2000</em>)Wed Jun 08 11:22:08 CEST 2011Affordances for learning in a non-linear narrative medium2000CD design features learning multimedia narrative non-linear A multimedia CD makes an impressive resource for the scholar-researcher, but students unfamiliar with the subject-matter may not always work so effectively with such a resource. Without any narrative structure, how does the novice cope? The paper describes how we are investigating the design features that ‘afford’ activities that generate learning: What are the design features that encourage students to practise the role of the scholar? What encourages them to explore, but also to reflect on their analysis of the data they find? What kind of learning takes place when students are allowed to explore at will? The paper goes on to compare the learning experiences of students using commercial CDs with those using material with contrasting designs, in an attempt to identify the design features that afford constructive learning activities. It concludes with an interpretation of the findings, comparing them with work in related educational media, and situating the findings in the context of a conversational framework for learning.Scientific Commons: Affordances for learning in a non-linear narrative medium (2000), 2000-08-15 [Laurillard, Diana, Stratfold, Matthew, Luckin, Rose, Plowman, Lydia, Taylor, Josie]http://www.bibsonomy.org/bibtex/2b9236fd82fe60d5cbac1aa340221c566/yishyish2011-02-04T12:21:08+01:00JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment <span class="authorEditorList"><a href="/author/Pachler">Norbert Pachler</a>, <a href="/author/Mellar">Harvey Mellar</a>, <a href="/author/Daly">Caroline Daly</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/Wiliam">Dylan Wiliam</a>, and <a href="/author/Laurillard">Diana Laurillard</a> </span><em>Institute of Education, WLE, </em>(<em>2009</em>)Fri Feb 04 12:21:08 CET 2011Project ReportScoping a vision for formative e-assessment: a project report for JISC 2009JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmentTelearnhttp://www.bibsonomy.org/bibtex/23c1e08948b417f0ee0ab09e2469241e9/dblpdblp2010-02-15T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Laurillard">Diana Laurillard</a> </span><em>I. J. Computer-Supported Collaborative Learning</em> <em>4(1):5-20</em> (<em>2009</em>)Mon Feb 15 00:00:00 CET 2010I. J. Computer-Supported Collaborative Learning15-20The pedagogical challenges to collaborative technologies.42009dblp dblphttp://www.bibsonomy.org/bibtex/25d600afc210a34f14bd510d73252fd2d/dblpdblp2009-09-16T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Charlton">Patricia Charlton</a>, <a href="/author/Grigoriadou">Maria Grigoriadou</a>, <a href="/author/Laurillard">Diana Laurillard</a>, <a href="/author/Magoulas">George D. Magoulas</a>, and <a href="/author/Papanikolaou">Kyparisia A. Papanikolaou</a> </span><em>AIED, </em><em>volume 200 of Frontiers in Artificial Intelligence and Applications, </em><em>page 813. </em><em>IOS Press, </em>(<em>2009</em>)Wed Sep 16 00:00:00 CEST 2009AIEDconf/aied/2009813Frontiers in Artificial Intelligence and ApplicationsEnabling creative learning design: how HCI, User Modelling and Human Factors help.2002009dblp dblphttp://www.bibsonomy.org/bibtex/29479527b93607f7eb499dc68be48acc6/yishyish2009-07-30T13:51:30+02:00asld-book asld2011 conversationalframework design eLPBookMor jls10 ldg learning learningdesign learningdesigngrid postviva teaching technology <span class="authorEditorList"><a href="/author/Laurillard">Diana Laurillard</a> </span><em>Journal of Philosophy of Education</em> <em>42(3-4):521-533</em> (<em>2008</em>)Thu Jul 30 13:51:30 CEST 2009Journal of Philosophy of Education3-4521-533Technology Enhanced Learning as a Tool for Pedagogical Innovation422008asld-book asld2011 conversationalframework design eLPBookMor jls10 ldg learning learningdesign learningdesigngrid postviva teaching technology Educational policy aims are very ambitious: from pre-school to lifelong learning they demand improvements in both quantity and quality, which are multiplicative in their effects on teaching workload. It is difficult, therefore, to achieve these aims effectively without rethinking our approach to teaching and learning. Our essentially 19th century model of educational institutions does not scale up to the requirements of a 21st century society. Despite their potential to contribute to a rethink, digital technologies have usually been used in a technology-driven way to upgrade our existing educational models. The paper proposes, therefore, that only lecturers should be responsible for the nature of the pedagogic innovation that is needed if the sector is to be able to adapt to its changing environment. The argument here is for an education-driven approach to the use of digital technologies to achieve our ambitions for education.http://www.bibsonomy.org/bibtex/271d04944d93b400600099c211395270f/yishyish2009-07-30T13:50:23+02:00action contel11 conversational dbr design education framework jls10 postviva practicalpatternsbook practice researcher teacher technology <span class="authorEditorList"><a href="/author/Laurillard">Diana Laurillard</a> </span><em>Studies in Higher Education</em> <em>33(2):139-154</em> (<em>2008</em>)<em>2008b . </em>Thu Jul 30 13:50:23 CEST 2009Studies in Higher Education2008b2139-154The teacher as action researcher: using technology to capture pedagogic form332008action contel11 conversational dbr design education framework jls10 postviva practicalpatternsbook practice researcher teacher technology The article argues that we make best use of learning technologies if we begin with an understanding of educational problems, and use this analysis to target the solutions we should be demanding from technology. The focus is to address the issue from the perspective of teachers and lecturers (the 'teaching community'), and to consider how they could become the experimental innovators and reflective practitioners who will use technology well. Teachers could become 'action researchers', collaborating to produce their own development of knowledge about teaching with technology. For this to be possible, they must be able to share that knowledge, and the article proposes the use of an online learning activity management system as a way of capturing and sharing the pedagogic forms teachers design. An action research approach, like all research, needs a theoretical framework from which to challenge practice, and the article shows how teachers could use the conversational framework to design and test an optimally effective learning experience. Examples of 'generic' learning designs illustrate how such an approach can help the teaching community rethink their teaching, collectively, and embrace the best of conventional and digital methods. In this way they will be more likely to harness technology to the needs of education, rather than simply search for the problems to which the latest technology is a solution. view references (21)http://www.bibsonomy.org/bibtex/2e238b416f60f5fa5dd50163992994616/yishyish2009-06-15T17:48:53+02:00collaborative conversationalframework cscl learning pedagogical postviva teaching technologies <span class="authorEditorList"><a href="/author/Laurillard">Diana Laurillard</a> </span><em>International Journal of Computer-Supported Collaborative Learning</em> <em>4(1):5--20</em> (<em>2009</em>)Mon Jun 15 17:48:53 CEST 2009International Journal of Computer-Supported Collaborative Learning15--20The pedagogical challenges to collaborative technologies42009collaborative conversationalframework cscl learning pedagogical postviva teaching technologies Collaborative technologies offer a range of new ways of supporting learning by enabling learners to share and exchange both ideas and their own digital products. This paper considers how best to exploit these opportunities from the perspective of learners’ needs. New technologies invariably excite a creative explosion of new ideas for ways of doing teaching and learning, although the technologies themselves are rarely designed with teaching and learning in mind. To get the best from them for education we need to start with the requirements of education, in terms of both learners’ and teachers’ needs. The argument put forward in this paper is to use what we know about what it takes to learn, and build this into a pedagogical framework with which to challenge digital technologies to deliver a genuinely enhanced learning experience.http://www.bibsonomy.org/bibtex/2ed9d18f36cee90111526a3126097a485/yishyish2009-06-15T17:28:32+02:00conversationalframework design learning learningdesign open openlearning openteaching postviva <span class="authorEditorList"><a href="/author/Laurillard">Diana Laurillard</a> </span><em>Opening up education: The collective advancement of education through open technology, open content, and open knowledge. Boston, MA: MIT Press, </em>(<em>2008</em>)Mon Jun 15 17:28:32 CEST 2009Opening up education: The collective advancement of education through open technology, open content, and open knowledge. Boston, MA: MIT Press319-336Open teaching: The key to sustainable and effective open education2008conversationalframework design learning learningdesign open openlearning openteaching postviva http://www.bibsonomy.org/bibtex/24b09fb670368bc27a729b3953d603b3e/yishyish2008-12-01T11:33:01+01:00WLEFormativeEAssessment conversational feasstpatterns framework learning practicalpatternsbook teaching technologies university wleformativeeassessment <span class="authorEditorList"><a href="/author/Laurillard">D. Laurillard</a> </span><em>RoutledgeFalmer, </em>(<em>2002</em>)Mon Dec 01 11:33:01 CET 2008Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies2002WLEFormativeEAssessment conversational feasstpatterns framework learning practicalpatternsbook teaching technologies university wleformativeeassessment http://www.bibsonomy.org/bibtex/24b09fb670368bc27a729b3953d603b3e/harveymellarharveymellar2008-11-30T14:04:14+01:00WLEFormativeEAssessment <span class="authorEditorList"><a href="/author/Laurillard">D. Laurillard</a> </span><em>RoutledgeFalmer, </em>(<em>2002</em>)Sun Nov 30 14:04:14 CET 2008Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies2002WLEFormativeEAssessment http://www.bibsonomy.org/bibtex/21346854c89aca373393e25423666ef24/yishyish2008-05-30T04:13:51+02:00CSCL IJCEELL affordances elearning learning multimedia mythesis narrative <span class="authorEditorList"><a href="/author/Laurillard">Diana Laurillard</a>, <a href="/author/Stratfold">Matthew Stratfold</a>, <a href="/author/Luckin">Rose Luckin</a>, <a href="/author/Plowman">Lydia Plowman</a>, and <a href="/author/Taylor">Josie Taylor</a> </span><em>Journal of Interactive Media in Education</em> (<em>2000</em>)Fri May 30 04:13:51 CEST 2008Journal of Interactive Media in EducationAffordances for Learning in a Non-Linear Narrative Medium22000CSCL IJCEELL affordances elearning learning multimedia mythesis narrative A multimedia CD makes an impressive resource for the scholar-researcher, but students unfamiliar with the subject-matter may not always work so effectively with such a resource. Without any narrative structure, how does the novice cope? The paper describes how we are investigating the design features that 'afford' activities that generate learning: What are the design features that encourage students to practise the role of the scholar? What encourages them to explore, but also to reflect on their analysis of the data they find? What kind of learning takes place when students are allowed to explore at will? The paper goes on to compare the learning experiences of students using commercial CDs with those using material with contrasting designs, in an attempt to identify the design features that afford constructive learning activities. It concludes with an interpretation of the findings, comparing them with work in related educational media, and situating the findings in the context of a conversational framework for learning.http://www.bibsonomy.org/bibtex/25e7ac857c58a32132ab96ce558f6917d/yishyish2007-11-28T14:05:50+01:00CiHB kaleidoscope vision <span class="authorEditorList"><a href="/author/Diana">Laurillard Diana</a>, <a href="/author/Alexopoulou">Efi Alexopoulou</a>, <a href="/author/James">Bligh James</a>, <a href="/author/Rosa">Maria Bottino Rosa</a>, <a href="/author/Bouhineau">Denis Bouhineau</a>, <a href="/author/Chioccariello">Augusto Chioccariello</a>, <a href="/author/Correia">Secundino Correia</a>, <a href="/author/Davey">Paul Davey</a>, <a href="/author/Derry">Jan Derry</a>, <a href="/author/Dettori">Giuliana Dettori</a>, <a href="/author/Dirckinck-Holmfeld">Lone Dirckinck-Holmfeld</a>, <a href="/author/Dondi">Claudio Dondi</a>, <a href="/author/Dufresne">Aude Dufresne</a>, <a href="/author/Hayes">Paul Hayes</a>, <a href="/author/de Jong">Ton de Jong</a>, <a href="/author/Jonker">Vincent Jonker</a>, <a href="/author/Kirschner">Paul A. Kirschner</a>, <a href="/author/Montandon">Lydia Montandon</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/Morgado">Leonel Morgado</a>, <a href="/author/Neumann">Tim Neumann</a>, <a href="/author/Nicaud">Jean-François Nicaud</a>, <a href="/author/Noss">Richard Noss</a>, <a href="/author/Ponti">Marisa Ponti</a>, <a href="/author/Ryberg">Thomas Ryberg</a>, <a href="/author/Sharples">Mike Sharples</a>, <a href="/author/Walker">Allison Walker</a>, <a href="/author/Walker">Kevin Walker</a>, and <a href="/author/Wishart">Jocelyn Wishart</a> </span>(<em>2007</em>)Wed Nov 28 14:05:50 CET 2007The Kaleidoscope Scientific Vision for Research in Technology Enhanced Learning2007CiHB kaleidoscope vision http://www.bibsonomy.org/bibtex/2308ed2fcd3f58461c7cf820ecbbacd2b/yishyish2007-11-10T03:01:37+01:00education learning multimedia mythesis narrative technology <span class="authorEditorList"><a href="/author/Laurillard">Diana Laurillard</a> </span><em>Computers &amp; Education</em> <em>31(2):229-242</em> (<em>1998</em>)Sat Nov 10 03:01:37 CET 2007Computers & Education2229-242Multimedia and the learner's experience of narrative311998education learning multimedia mythesis narrative technology http://www.bibsonomy.org/bibtex/296d561937d999d5fbfcd2ed9b3d8a4b2/jennymacjennymac2007-09-28T02:56:44+02:00Education Higher Technology <span class="authorEditorList"><a href="/author/Laurillard"> Laurillard</a> </span><em>Routledge Falmer, </em><em>2nd edition, </em>(<em>2002</em>)Fri Sep 28 02:56:44 CEST 20072ndRethinking University Teaching2002Education Higher Technology CALL Referenceshttp://www.bibsonomy.org/bibtex/2b6270871f6f6fc029da044398b37dd22/yishyish2006-06-05T02:47:21+02:00learning mathgamespatterns multimedia constructionism design narrative <span class="authorEditorList"><a href="/author/Plowman">Lydia Plowman</a>, <a href="/author/Luckin">Rosemary Luckin</a>, <a href="/author/Laurillard">Diana Laurillard</a>, <a href="/author/Stratfold">Matthew Stratfold</a>, and <a href="/author/Taylor">Josie Taylor</a> </span><em>CHI &#039;99: Proceedings of the SIGCHI conference on Human factors in computing systems, </em><em>page 310--317. </em><em>New York, NY, USA, </em><em>ACM Press, </em>(<em>1999</em>)Mon Jun 05 02:47:21 CEST 2006New York, NY, USACHI '99: Proceedings of the SIGCHI conference on Human factors in computing systems310--317Designing multimedia for learning: narrative guidance and narrative construction1999learning mathgamespatterns multimedia constructionism design narrative Narrative is fundamental to the ways we make sense of texts of all kinds because it provides structure and coherence, but it is difficult to see how this works in the context of multimedia interactive learning environments (MILES). We tested our hypotheses about the form and function of narrative in MILES by developing three versions of material on CD-ROM which had different narrative structures and analysed the impact of the different versions on learner behaviour. We present a theoretical framework in which we explain the concepts of narrative guidance and narrative construction and their application to the design of MILES.http://www.bibsonomy.org/bibtex/27b686a93ffba50da6783e062cce829fe/dblpdblp2005-11-03T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Laurillard">D. M. Laurillard</a> </span><em>Computers &amp; Graphics</em> <em>2(4):241-247</em> (<em>1977</em>)Thu Nov 03 00:00:00 CET 2005Computers & Graphics4241-247The design and development of CAL materials in undergraduate science.21977dblp dblphttp://www.bibsonomy.org/bibtex/269c4007d251f1ad6a91ca8e57f92434d/dblpdblp2003-06-17T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Laurillard">Diana Laurillard</a> </span><em>ASCILITE, </em><em>page 3-4. </em><em>UNITEC Institute of Technology, Auckland, New Zealand, </em>(<em>2002</em>)Tue Jun 17 00:00:00 CEST 2003ASCILITEconf/ascilite/20023-4Design tools for e-learning.2002dblp dblphttp://www.bibsonomy.org/bibtex/2ccf4228ceaa2db6e6d0c5b0a2e0aa840/dblpdblp2002-08-06T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Laurillard">Diana Laurillard</a> </span><em>Interactive Multimedia in University Education, </em><em>volume A-59 of IFIP Transactions, </em><em>page 287-293. </em><em>Elsevier, </em>(<em>1994</em>)Tue Aug 06 00:00:00 CEST 2002Interactive Multimedia in University Educationconf/ifip3-2/1994287-293IFIP TransactionsThe role of formative evaluation in the progress of multimedia.A-591994dblp dblp