BibSonomyburst/author/PachlerBibSonomy RSS feed for /author/Pachler2012-02-15T16:48:47+01:00http://www.bibsonomy.org/bibtex/2b41091924a83c8892404b44db19d2614/yishyish2011-11-23T15:15:20+01:00learning mlearning mobile semiotic social <span class="authorEditorList"><a href="/author/Pachler">Norbert Pachler</a>, <a href="/author/Cook">John Cook</a>, <a href="/author/Bachmair">Ben Bachmair</a>, <a href="/author/Pachler">Norbert Pachler</a>, <a href="/author/Bachmair">Ben Bachmair</a>, and <a href="/author/Cook">John Cook</a> </span><em>Mobile Learning, </em><em>Springer US, </em><em>10.1007/978-1-4419-0585-7_7 . </em>(<em>2010</em>)Wed Nov 23 15:15:20 CET 2011Mobile Learning10.1007/978-1-4419-0585-7_7185-204A Social Semiotic Analysis of Mobile Devices: Interrelations of Technology and Social Habitus2010learning mlearning mobile semiotic social The chapter carries out a social semiotic multimodal analysis of the affordances of mobile devices. Through the analysis of the hardware and software design and of the functionalities of a Nokia N95, taken as an instance of various smartphone models, the chapter analyses what types of representations are foregrounded and backgrounded by these devices and the abilities, which are more or less required for their use. The chapter concludes by detailing the social habitus, which is fostered through the introduction of mobile devices in our media landscape, together with some possible implications for educational contexts.http://www.bibsonomy.org/bibtex/2a53c7cb85c6ef7c76fee7a292eafde2f/rubricsrubrics2011-07-27T01:37:06+02:00educational-innovations, educational-technology, era-a-journal, evaluation, online-courses, web-based-instruction <span class="authorEditorList"><a href="/author/Pachler">Norbert Pachler</a>, <a href="/author/Daly">Caroline Daly</a>, <a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Mellar">Harvey Mellar</a> </span><em>Computers \&amp; Education</em> <em>54(3):715--721</em> (<em>Apr 17, 2010</em>)Wed Jul 27 01:37:06 CEST 2011Computers \& Educationapr3715--721{Formative e-assessment: Practitioner cases}542010educational-innovations, educational-technology, era-a-journal, evaluation, online-courses, web-based-instruction 17{This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 to January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the 'domain' of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology – the design pattern methodology – as well as a critical discussion of the findings – namely the patterns and the role of technology – are the focus of a separate paper (see Daly, Pachler, Mor, and Mellar (in press) . This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam (2009) . In addition, Laurillard's Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper 1 .}http://www.bibsonomy.org/bibtex/2abc5b39ae1116d0bdd51a6a313526bfa/dblpdblp2011-07-06T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Denev">Jordan Denev</a>, <a href="/author/Frank">Thomas Frank</a>, and <a href="/author/Pachler">Klaus Pachler</a> </span><em>LSSC, </em><em>volume 2907 of Lecture Notes in Computer Science, </em><em>page 363-370. </em><em>Springer, </em>(<em>2003</em>)Wed Jul 06 00:00:00 CEST 2011LSSCconf/lssc/2003363-370Lecture Notes in Computer ScienceLarge Eddy Simulation of Turbulent Square Channel Flow Using a PC-Cluster Architecture.29072003dblp http://www.bibsonomy.org/bibtex/2ef0bdb40d1402ec60631dd19e58dddc1/mleidlmleidl2011-04-21T16:25:44+02:00m-learning mobile_learning pachler pachler2009 <span class="authorEditorList"><a href="/author/Pachler">N. Pachler</a>, <a href="/author/Bachmair">B. Bachmair</a>, <a href="/author/Cook">J. Cook</a>, and <a href="/author/Kress">G. Kress</a> </span><em>Springer, </em><em>Berlin, </em>(<em>2009</em>)Thu Apr 21 16:25:44 CEST 2011BerlinMobile Learning: Structures, Agency, Practices2009m-learning mobile_learning pachler pachler2009 http://www.bibsonomy.org/bibtex/2a18d890eb91159e7f8d8b5f63e34f72e/dblpdblp2011-04-04T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Pachler">Norbert Pachler</a>, and <a href="/author/Daly">Caroline Daly</a> </span><em>J. Comp. Assisted Learning</em> <em>25(1):6-18</em> (<em>2009</em>)Mon Apr 04 00:00:00 CEST 2011J. Comp. Assisted Learning16-18Narrative and learning with Web 2.0 technologies: towards a research agenda.252009dblp 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/27542356db18170d22f5cb8bc4d3bca60/yishyish2011-02-04T12:17:51+01:00cases casestories como eLPBookMor eassessment feasst formative haifa-edtech learning my myown polonsky practitioner wleformativeeassessment <span class="authorEditorList"><a href="/author/Pachler">Norbert Pachler</a>, <a href="/author/Daly">Caroline Daly</a>, <a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Mellar">Harvey Mellar</a> </span><em>Computers and Education</em> <em>54(3):715-721</em> (<em>2010</em>)Fri Feb 04 12:17:51 CET 2011Computers and Education3715-721Formative e-assessment: practitioner cases542010cases casestories como eLPBookMor eassessment feasst formative haifa-edtech learning my myown polonsky practitioner wleformativeeassessment This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 – January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the 'domain' of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology – the design pattern methodology – as well as a critical discussion of the findings – namely the patterns and the role of technology – are the focus of a separate paper (see Daly et al (forthcoming). This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam (2009). In addition, Laurillard's Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper1. http://www.bibsonomy.org/bibtex/28d2db10cf4e2b7566ba0b522ce8124d2/yishyish2011-02-04T12:13:19+01:00assessment case design designpatterns e-assessment feasst formative haifa-edtech my myown narrative patterns ppw <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Mellar">Harvey Mellar</a>, <a href="/author/Pachler">Norbert Pachler</a>, and <a href="/author/Daly">Caroline Daly</a> </span><em>Problems Investigations of E-Learning Patterns: Context Factors Solutions, </em><em>Information Science Publishing, </em><em>Hershey, PA, </em>(<em>2011</em>)Fri Feb 04 12:13:19 CET 2011Hershey, PAProblems Investigations of E-Learning Patterns: Context Factors SolutionsFormative e-Assessment: case stories, design patterns and future scenarios2011assessment case design designpatterns e-assessment feasst formative haifa-edtech my myown narrative patterns ppw http://www.bibsonomy.org/bibtex/2d956ef57250671efb80c191102c09e04/yishyish2011-02-04T12:12:48+01:00assessment design designpatterns e-assessment education feasst formative haifa-edtech learning my myown patterns ppw technology <span class="authorEditorList"><a href="/author/Daly">Caroline Daly</a>, <a href="/author/Pachler">Norbert Pachler</a>, <a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Mellar">Harvey Mellar</a> </span><em>Assessment &amp; Evaluation in Higher Education</em> <em>35(5):619 - 636</em> (<em>2010</em>)Fri Feb 04 12:12:48 CET 2011Assessment & Evaluation in Higher Education5619 - 636Exploring formative e-assessment: Using case stories and design patterns352010assessment design designpatterns e-assessment education feasst formative haifa-edtech learning my myown patterns ppw technology This article presents key findings from a Joint Information Systems Committee-funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that take place around formative assessment where technologies play a significant role. Using a design pattern methodology, the project developed a range of cases of formative e-assessment with practitioners across a variety of settings through a series of participant workshops. From a selection of these cases, we identified key elements in how practitioners described the problems and solutions they addressed regarding assessment in relation to learning within their different contexts. The patterns were analysed to highlight aspects of them, which are considered critical in theoretical analyses of formative assessment. We provide an overview of the project and discuss an illustrative case and pattern, followed by an analysis which suggests the particular contribution of technologies to formative assessment. Ultimately, for assessment to have formative effects, tutors and students can be identified as appropriating both social and technological resources in learning situations and engaging with both to learn how to take control over learning experiences.http://www.bibsonomy.org/bibtex/253083bf5d39c1b0bc627c47ec15d2536/dblpdblp2011-01-10T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Pimmer">Christoph Pimmer</a>, <a href="/author/Pachler">Norbert Pachler</a>, and <a href="/author/Attwell">Graham Attwell</a> </span><em>IJMBL</em> <em>2(4):1-18</em> (<em>2010</em>)Mon Jan 10 00:00:00 CET 2011IJMBL41-18Towards Work-Based Mobile Learning: What We Can Learn from the Fields of Work-Based Learning and Mobile Learning.22010dblp http://www.bibsonomy.org/bibtex/2d59b622a05938ebdf963662405899ec0/dblpdblp2011-01-10T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Pachler">Norbert Pachler</a>, <a href="/author/Cook">John Cook</a>, and <a href="/author/Bachmair">Ben Bachmair</a> </span><em>IJMBL</em> <em>2(1):1-21</em> (<em>2010</em>)Mon Jan 10 00:00:00 CET 2011IJMBL11-21Appropriation of Mobile Cultural Resources for Learning.22010dblp http://www.bibsonomy.org/bibtex/226ed4f3ddcd8babb5abf01448219adde/dblpdblp2010-02-15T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Pachler">Norbert Pachler</a>, <a href="/author/Daly">Caroline Daly</a>, <a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Mellar">Harvey Mellar</a> </span><em>Computers &amp; Education</em> <em>54(3):715-721</em> (<em>2010</em>)Mon Feb 15 00:00:00 CET 2010Computers & Education3715-721Formative e-assessment: Practitioner cases.542010dblp dblphttp://www.bibsonomy.org/bibtex/2bcffe69921a97cc8b7af23b98d869c7c/harveymellarharveymellar2009-09-08T11:59:48+02:00MA_learning_I <span class="authorEditorList"><a href="/author/Leask">Marilyn Leask</a>, and <a href="/author/Pachler">Norbert Pachler</a> </span>(<em>2005</em>)Tue Sep 08 11:59:48 CEST 2009Learning to teach using ICT in the secondary school2005MA_learning_I This book is a starting point for exploring the possibilities which ICT offers to teachers and pupils. The focus is a on applying the new technologies in the classroom and exploring and the possibilities every teacher has within reach.http://www.bibsonomy.org/bibtex/2382fd49a4a302337368a2644b14d130f/yishyish2009-06-10T16:56:20+02:00learning narrative technologies web2.0 <span class="authorEditorList"><a href="/author/Pachler">N. Pachler</a>, and <a href="/author/Daly">C. Daly</a> </span><em>Journal of Computer Assisted Learning</em> <em>25(1):6--18</em> (<em>2009</em>)Wed Jun 10 16:56:20 CEST 2009Journal of Computer Assisted Learning16--18Narrative and learning with Web 2.0 technologies: towards a research agenda252009learning narrative technologies web2.0 http://www.bibsonomy.org/bibtex/2fa43efff408a4d99f593a76b3acd0a0f/yishyish2009-01-20T10:21:00+01:00blogs learning narrative patternlanguagenetwork technology web2.0 wleformativeeassessment <span class="authorEditorList"><a href="/author/Daly">Caroline Daly</a>, and <a href="/author/Pachler">Norbert Pachler</a> </span><em>Journal of Computer Assisted Learning</em> <em>25(1):6-18</em> (<em>2009</em>)<em>10.1111/j.1365-2729.2008.00303.x . </em>Tue Jan 20 10:21:00 CET 2009Journal of Computer Assisted Learning10.1111/j.1365-2729.2008.00303.x16-18Narrative and learning with Web 2.0 technologies: towards a research agenda252009blogs learning narrative patternlanguagenetwork technology web2.0 wleformativeeassessment This paper investigates the impact of Web. 2.0 technologies on the ways learning can be conceived of as a narrative process within contemporary contexts, using blogs as an illustrative example. It is premised on the concept of narrative as a way in which individuals represent and organize experience in order to learn from it and make it shareable with others within social contexts. The first part of the paper offers a theoretical analysis of the role of narrative in the social construction of knowledge by the ways it enables users of Web 2.0 technologies to participate meaningfully in the exchange of experiences and ideas. The second part of the paper offers a 'situated' analysis of the narrative practices engaged with by users of blogs. A 'narrative trail' is used to provide a contextualized instance of the narrative practices which are involved. The paper concludes by examining the research issues which are raised and suggests a research agenda which is needed to explore Web 2.0 technologies as social utilities affecting knowledge production, in which the adaptation of narrative theory is a central feature.http://www.bibsonomy.org/bibtex/23c902af4f5dcf50a64ed6b856d260aa4/dblpdblp2008-05-28T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Frank">Thomas Frank</a>, <a href="/author/Bernert">Klaus Bernert</a>, <a href="/author/Pachler">Klaus Pachler</a>, and <a href="/author/Schneider">Hellfried Schneider</a> </span><em>CLUSTER, </em><em>page 387-388. </em><em>IEEE Computer Society, </em>(<em>2000</em>)Wed May 28 00:00:00 CEST 2008CLUSTERconf/cluster/2000387-388Efficient Parallelization of Eulerian-Lagrangian Approach for Disperse Multiphase Flow Calculations on MIMD Computer Architectures.2000dblp dblphttp://www.bibsonomy.org/bibtex/2b5dec45dd2bd7e75391f7b6c56359adc/dblpdblp2008-05-28T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Bernert">Klaus Bernert</a>, <a href="/author/Frank">Thomas Frank</a>, <a href="/author/Schneider">Hellfried Schneider</a>, and <a href="/author/Pachler">Klaus Pachler</a> </span><em>CLUSTER, </em><em>page 217-. </em><em>IEEE Computer Society, </em>(<em>2000</em>)Wed May 28 00:00:00 CEST 2008CLUSTERconf/cluster/2000217-Multi-Grid Acceleration of a SIMPLE-Based CFD-Code and Aspects of Parallelization.2000dblp dblphttp://www.bibsonomy.org/bibtex/23e38d0763b7789295b280d791a7855ce/servusukservusuk2008-05-22T23:34:05+02:00WLEFormativeEAssessment <span class="authorEditorList"><a href="/author/Pachler">Norbert Pachler</a> </span><em>Learning to teach using ICT in the Secondary School, </em><em>Routledge, </em><em>London, </em><em>Second edition, </em>(<em>2005</em>)Thu May 22 23:34:05 CEST 2008LondonLearning to teach using ICT in the Secondary SchoolSecond125-148Assessment of and through ICT2005WLEFormativeEAssessment http://www.bibsonomy.org/bibtex/25f4f99a9c94c89f7c5c77ce66438b17b/weilandpweilandp2008-05-08T20:35:10+02:00informal_learning m-learning <span class="authorEditorList"><a href="/author/Cook">John Cook</a>, <a href="/author/Pachler">Norbert Pachler</a>, and <a href="/author/Bradley">Claire Bradley</a> </span><em>Journal of the Research Center for Educational Technology</em> (<em>2008</em>)Thu May 08 20:35:10 CEST 2008Journal of the Research Center for Educational Technology1Bridging the Gap? Mobile Phones at the Interface Between Informal and Formal Learning42008informal_learning m-learning http://www.bibsonomy.org/bibtex/20d3c596fbdc41fa0854bc1bf9622dece/weilandpweilandp2008-04-01T21:35:36+02:00imported <span class="authorEditorList"><a href="/author/Kress">G. Kress</a>, and <a href="/author/Pachler">N. Pachler</a> </span><em>Mobile learning towards a research agenda, </em><em>chapter Chapter 1, </em><em>The WLE Centre, Institute of Education, </em>(<em>2007</em>)Tue Apr 01 21:35:36 CEST 2008Mobile learning towards a research agendaChapter 1Mobile learning7-32Occasional Papers in Work-based Learning 1Thinking about the 'm' in m-learning2007imported