BibSonomyburst/user/yish/frameworkBibSonomy RSS feed for /user/yish/framework2012-02-16T11:13:10+01:00http://www.bibsonomy.org/bibtex/2bb30d7b3ac9bada4056b8100cccfee42/yishyish2011-06-11T16:26:57+02:00activity evaluating evaluation framework learning methodology mlearning mobile model task technology theory <span class="authorEditorList"><a href="/author/McAndrew">Patrick McAndrew</a>, <a href="/author/Taylor">Josie Taylor</a>, and <a href="/author/Clow">Doug Clow</a> </span><em>Open Learning: The Journal of Open and Distance Learning</em> <em>25(3):233-249</em> (<em>2010</em>)Sat Jun 11 16:26:57 CEST 2011Open Learning: The Journal of Open and Distance Learning3233-249Facing the challenge in evaluating technology use in mobile environments252010activity evaluating evaluation framework learning methodology mlearning mobile model task technology theory The process of developing innovative mobile approaches to informal and formal learning is challenging, not least in needing to satisfy stakeholders with diverse interests in the technology, the pedagogy and the overall system. Some approaches to evaluation may focus on examining the nature and quality of learning that occurs, while other methods may take a user-centred approach to understand interactions with the systems. In this paper we highlight a methodology that attempts to address these two analytical issues in parallel, and to communicate the results to stakeholders. The methodology is grounded in cultural historical activity theory and is compatible with other views emerging that such evaluation can have multiple levels. The method applies task analysis to examine the conflicts that emerge when learners are interacting with technological systems in an informal learning setting. Results from a trial involving first-aiders are used to illustrate the techniques as they were applied as part of a European project that developed a collaborative mobile learning environment. The method has been repeated in other studies and is suggested to provide a valuable tool to reflect on understanding and enable the sharing of perspectives on evaluation outcomes.http://www.bibsonomy.org/bibtex/26d90f4139a217fc919616f54ba65528f/yishyish2011-05-23T09:35:10+02:00design designpatterns educatorsaslearningdesigners elearning framework frameworks methodology patterns <span class="authorEditorList"><a href="/author/Derntl">Michael Derntl</a>, and <a href="/author/Calvo">Rafael A. Calvo</a> </span><em>International Journal of Technology Enhanced Learning IJTEL</em> (<em>2011</em>)Mon May 23 09:35:10 CEST 2011International Journal of Technology Enhanced Learning (IJTEL)E-learning frameworks: facilitating the implementation of educational design patterns32011design designpatterns educatorsaslearningdesigners elearning framework frameworks methodology patterns Educational design patterns hold the promise of facilitating the design of educational activities and environments. We have a number of completed initiatives and projects today, but none of them has had sustained impact on the practitioner community. In this paper, we argue that the use and usability of educational design patterns for technology-enhanced learning can be increased by complementing patterns with ready-to-use tools as part of an e-learning framework approach. We present two different approaches of conceiving such an e-learning framework: 1) an 'extension' approach that provides pattern-based, custom LMS components; 2) a 'facade' approach that enables the pattern-based reuse of existing LMS components. To demonstrate the feasibility and benefits of e-learning frameworks we present implementations of both approaches.http://www.bibsonomy.org/bibtex/2ae47b13e31f4c1eeec27a29e99f26479/yishyish2011-04-06T22:05:40+02:00curriculum design education evaluation evidence framework learning mathematics research <span class="authorEditorList"><a href="/author/Clements">D.H. Clements</a> </span><em>Journal for Research in Mathematics Education</em> <em>38(1):35</em> (<em>2007</em>)Wed Apr 06 22:05:40 CEST 2011Journal for Research in Mathematics Education135Curriculum Research: Toward a Framework for "Research-based Curricula"382007curriculum design education evaluation evidence framework learning mathematics research Government agencies and members of the educational research community have petitioned for research-based curricula. The ambiguity of the phrase "research-based", however, undermines attempts to create a shared research foundation for the development of, and informed choices about, classroom curricula. This article presents a framework for the construct of research-based curricula. One implication is that traditional strategies such as market research and research-to-practice models are insufficient; more adequate is the use of multiple phases of the proffered Curriculum Research Framework.http://www.bibsonomy.org/bibtex/2fcbd766f07032ec32b5f0afcb33bca2a/yishyish2011-03-01T11:09:20+01:00context design developing framework hci mobile tools <span class="authorEditorList"><a href="/author/Biegel">Gregory Biegel</a>, and <a href="/author/Cahill">Vinny Cahill</a> </span><em>Proceedings of the Second IEEE International Conference on Pervasive Computing and Communications PerCom&#039;04, </em><em>page 361--. </em><em>Washington, DC, USA, </em><em>IEEE Computer Society, </em>(<em>2004</em>)Tue Mar 01 11:09:20 CET 2011Washington, DC, USAProceedings of the Second IEEE International Conference on Pervasive Computing and Communications (PerCom'04)361--PERCOM '04A Framework for Developing Mobile, Context-aware Applications2004context design developing framework hci mobile tools The emergence of truly ubiquitous computing, enabledby the availability of mobile, heterogenous devices that supplycontext information, is currently hampered by the lackof programming support for the design and development ofcontext-aware applications.We have developed a framework which significantlyeases the development of mobile, context-aware applications.The framework allows developers to fusedata from disparate sensors, represent application context,and reason efficiently about context, without theneed to write complex code. An event based communicationparadigm designed specifically for ad-hoc wirelessenvironments is incorporated, which supports loose couplingbetween sensors, actuators and application components.A Framework for Developing Mobile, Context-aware Applicationshttp://www.bibsonomy.org/bibtex/2c853743f8ddaf85eae9808bdc6905c2c/yishyish2010-09-22T16:10:14+02:00Collaboration PCM Persistent dbr design education framework methodology needread participatory patterns theory <span class="authorEditorList"><a href="/author/Mavrikis">Manolis Mavrikis</a>, and <a href="/author/Gutierrez-Santos">Sergio Gutierrez-Santos</a> </span><em>Computers &amp; Education</em> <em>54(3):641 - 651</em> (<em>2010</em>)<em>Learning in Digital Worlds: Selected Contributions from the CAL 09 Conference . </em>Wed Sep 22 16:10:14 CEST 2010Computers & EducationLearning in Digital Worlds: Selected Contributions from the CAL 09 Conference3641 - 651Not all wizards are from Oz: Iterative design of intelligent learning environments by communication capacity tapering542010Collaboration PCM Persistent dbr design education framework methodology needread participatory patterns theory This paper presents a methodology for the design of intelligent learning environments. We recognise that in the educational technology field, theory development and system-design should be integrated and rely on an iterative process that addresses: (a) the difficulty to elicit precise, concise, and operationalised knowledge from [`]experts' and (b) the crucial differences between the communication modalities that experts can relate to, and those that are available to a computer-based system. Inspired by the well-known wizard-of-Oz methodology we discuss the need for characterising and carefully controlling the range of its possible variations. We refer to our approach as [`]tapering' of the communication capacity of carefully engineered didactical situations and present its application, and a case study from our work with an exploratory environment. We then discuss the generality of the methodology and pragmatic constraints which can be useful in similar research.http://www.bibsonomy.org/bibtex/20fca49496de3db19cd25546760182bbd/yishyish2009-12-18T19:22:12+01:00curriculum framework mathematics standards <span class="authorEditorList"><a href="/author/Stacey">Kaye Stacey</a> </span><em>Mathematics Without Limits, </em><em>page 113 -- 119. </em><em>Melbourne, Australia, </em><em>Mathematical Asociation of Victoria, </em>(<em>1994</em>)Fri Dec 18 19:22:12 CET 2009Melbourne, AustraliaMathematics Without Limits113 -- 119{The Curriculum and Standards Framework: New Directions for Mathematics Curriculum. (Keynote address)}1994curriculum framework mathematics standards 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/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/257cedec02810e26f82129d3667a7897a/yishyish2007-12-25T14:35:28+01:00blogging como framework learning m2o mobile semacodes <span class="authorEditorList"><a href="/author/Jong">Tim De Jong</a>, <a href="/author/Specht">M. Specht</a>, and <a href="/author/Koper">R. Koper</a> </span> (<em>2007</em>)Tue Dec 25 14:35:28 CET 2007Contextualized Media for Learning2007blogging como framework learning m2o mobile semacodes This paper motivates contextualized media for learning and starts with a reference model for describing and analysing contextualized media applications for learning. Based on a more detailed analysis of the context dimension and contextual parameters taken into account when supporting mobile and ubiquitous learning a technical framework and its components are presented. The framework allows to model and implement complex educational scenarios for contextualized learning and integrates different components and layers necessary. As an example application “ContextBlogger” is described which implements contextualized blogging support based on APIs of standard blogging systems and different context sensors as GPS and Semacode. The paper concludes with an outlook on possible chances and challenges for future research.http://www.bibsonomy.org/bibtex/22c69e5763c6ad7ca0eee99507b2fe5e8/yishyish2007-05-08T14:40:19+02:00analysis approach cognition communicational concept contextualization discourse flowcharts framework intentional interactive learning maps mathematical mathematics methodological mythesis theoretical <span class="authorEditorList"><a href="/author/Ryve">Andreas Ryve</a> </span><em>Educational Studies in Mathematics</em> <em>62(2):191-209</em> (<em>2006</em>)Tue May 08 14:40:19 CEST 2007Educational Studies in Mathematics2191-209Making Explicit the Analysis of Students' Mathematical Discourses - Revisiting a Newly Developed Methodological Framework622006analysis approach cognition communicational concept contextualization discourse flowcharts framework intentional interactive learning maps mathematical mathematics methodological mythesis theoretical Sfard and Kieran [Kieran, C., Educational Studies in Mathematics 46, 2001, 187–228; Sfard, A., Educational Studies in Mathematics 46, 2001, 13–57; Sfard, A. and Kieran, C., Mind, Culture, and Activity 8, 2001, 42–76] have developed a methodological framework, which aims at characterizing the students’ mathematical discourses while they are working in groups. In this study, I focus on an important aspect of this methodological framework, namely the interactive flowcharts. The aim of this study is to suggest two complementary analyses for the construction of the interactive flowcharts: an additional analysis by means of the analytical construct of contextualization as well as an analysis of types of mathematical discourses. Based on data from a study of how four groups of Swedish engineering students collaboratively construct concept maps in linear algebra. I show that the two complementary analyses make the construction of the interactive flowcharts more coherent and transparent, and hence, more reliable. Furthermore, the two complementary analyses dramatically changed the picture as to whether the studied discourses were to be seen as mathematically productive or not. In the end of the article, I discuss the possibilities of performing the suggested additional analyses within the original methodological framework.http://www.bibsonomy.org/bibtex/2f8184aeef65bc2a46718c3e2ada54158/yishyish2007-03-06T18:35:23+01:00Architecture4Participation framework fundations learning position review science sociology web web2.0 <span class="authorEditorList"><a href="/author/Berners-Lee">T. Berners-Lee</a>, <a href="/author/Hall">W. Hall</a>, <a href="/author/Hendler">J. A. Hendler</a>, <a href="/author/O&#039;Hara">K. O&#039;Hara</a>, <a href="/author/Shadbolt">N. Shadbolt</a>, and <a href="/author/Weitzner">D. J. Weitzner</a> </span><em>Foundations and Trends® in Web Science</em> (<em>2006</em>)Tue Mar 06 18:35:23 CET 2007Foundations and Trends® in Web Science1A Framework for Web Science12006Architecture4Participation framework fundations learning position review science sociology web web2.0 This text sets out a series of approaches to the analysis and synthesis of the World Wide Web, and other web-like information structures. A comprehensive set of research questions is outlined, together with a sub-disciplinary breakdown, emphasising the multi-faceted nature of the Web, and the multi-disciplinary nature of its study and development. These questions and approaches together set out an agenda for Web Science, the science of decentralised information systems. Web Science is required both as a way to understand the Web, and as a way to focus its development on key communicational and representational requirements. The text surveys central engineering issues, such as the development of the Semantic Web, Web services and P2P. Analytic approaches to discover the Web’s topology, or its graph-like structures, are examined. Finally, the Web as a technology is essentially socially embedded; therefore various issues and requirements for Web use and governance are also reviewed.http://www.bibsonomy.org/bibtex/2d088797be74227808893d833a2fd72a3/yishyish2006-09-19T03:23:39+02:00learning representation framework design <span class="authorEditorList"><a href="/author/Ainsworth">Shaaron E Ainsworth</a> </span><em>Learning and Instruction</em> (<em>in press</em>)Tue Sep 19 03:23:39 CEST 2006Learning and InstructionDeFT: A conceptual framework for learning with multiple representationsin presslearning representation framework design Multiple (external) representations can provide unique benefits when people are learning complex new ideas. Unfortunately, many studies have shown this promise is not always achieved. The DeFT (Design, Functions, Tasks) framework for learning with multiple representations integrates research on learning, the cognitive science of representations and constructivist theories of education. It proposes that the effectiveness of multiple representations can best be understood by considering three fundamental aspects of learning: the design parameters that are unique to learning with multiple representations; the functions that multiple representations serve in supporting learning and the cognitive tasks that must be undertaken by a learner interacting with multiple representations. The utility of this framework is proposed to be in identifying a broad range of factors that influence learning, reconciling inconsistent experimental findings, determining under-explored aspects of learning with multiple representations and pointing forward to potential design heuristics for learning with multiple representations.