BibSonomyburst/user/yish/technologyBibSonomy RSS feed for /user/yish/technology2012-02-16T14:28:52+01:00http://www.bibsonomy.org/bibtex/296fbb56dbdd3dc25c4631b8f1a049ef3/yishyish2011-12-25T15:08:42+01:00education handbook learning technology <span class="authorEditorList"><a href="/author/Orey">Michael Orey</a> (Eds.). </span>(<em>2001</em>)Sun Dec 25 15:08:42 CET 2011Emerging perspectives on learning, teaching, and technology2001education handbook learning technology http://www.bibsonomy.org/bibtex/2d7e17d332da959a582dc039a2c8e4f14/yishyish2011-11-23T16:38:29+01:00Postphenomenology phenomenology philosophy pragmatism society technology <span class="authorEditorList"><a href="/author/Ihde">D. Ihde</a> </span><em>Northwestern Univ Pr, </em>(<em>1995</em>)Wed Nov 23 16:38:29 CET 2011Postphenomenology: Essays in the postmodern context1995Postphenomenology phenomenology philosophy pragmatism society technology Postphenomenology is a fascinating investigation of the relationships between global culture and technology. The impressive range of subjects to which Don Ihde applies his skill as a phenomenologist is unified by what he describes as "a concern which arises with respect to one of the now major trends of Euro-American philosophy - its textism". He adds, "I show my worries to be less about the loss of subjects or authors, than I do about (there) not being bodies or perceivers". The book has two parts. In part one, Ihde addresses the cultural role of technologies in relation to perception, multiculturalism, and technoscience, and gives special consideration to the impact of image technologies, such as television and cinema, upon the contemporary world. Part two is a reassessment of the role of perception in relation to the current emphasis upon "readings", the "text", and feminism in science. The book concludes with a speculation on how the humanities will take shape in the twenty-first century. Throughout Postphenomenology, Ihde displays a vast knowledge of subject areas as varied as the history of mapping and navigation, NASA statistical information, technology transfer data, and contemporary trends in the philosophy of science, enabling him to make insightful and innovative connections between topics. Postphenomenology will interest anyone who thinks critically about social institutions and culture.http://www.bibsonomy.org/bibtex/26dec8867dbe6f23feb5e1dcb4ee4e540/yishyish2011-11-17T07:34:48+01:00TEL activity context education learning technology theory <span class="authorEditorList"><a href="/author/Nardi">B.A. Nardi</a> </span><em>Context and consciousness: Activity theory and human-computer interaction</em> (<em>1996</em>)Thu Nov 17 07:34:48 CET 2011Context and consciousness: Activity theory and human-computer interaction69--102Studying context: A comparison of activity theory, situated action models, and distributed cognition1996TEL activity context education learning technology theory It has been recognized that system design will benefit from explicit study of the context in which users work. The unaided individual divorced from a social group and from supporting artifacts is no longer the model user. But with this realization about the importance of context come many di icult questions. What exactly is context? If the individual is no longer central, what is the correct unit of analysis? What are the relations between artifacts, individuals, and the social groups to which they belong? This chapter compares three approaches to the study of context: activity theory, situated action models, and distributed cognition. I consider the basic concepts each approach promulgates and evaluate the usefulness of each for the design of technologyhttp://www.bibsonomy.org/bibtex/221617d655e52589267d99e828f070834/yishyish2011-10-25T17:28:57+02:00TEL education neuroscience technology <span class="authorEditorList"><a href="/author/Howard-Jones">Paul Howard-Jones</a>, <a href="/author/Ott">Michela Ott</a>, <a href="/author/van Leeuwen">Theo van Leeuwen</a>, and <a href="/author/Smedt">Bert De Smedt</a> </span>(<em>2010</em>)Tue Oct 25 17:28:57 CEST 2011Neuroscience and technology enhanced learning 2010TEL education neuroscience technology There is increasing interest in applying insights from neuroscience in education, but their impact may be greatest where another force for change, technology, is already transforming how we learn. This review focuses specifically on the potential of neuroscience to inform the design and use of educational technology. It will be of interest not just to researchers but also to those concerned with the future role of technology in educationNeuroscience and technology enhanced learning | futurelabhttp://www.bibsonomy.org/bibtex/2edc982dde9b0f5d6991a51c34dd2ec1a/yishyish2011-07-13T17:54:00+02:00LDstudio asld2011 contel11 education learning studio technology <span class="authorEditorList"><a href="/author/Cox">Charlie Cox</a>, <a href="/author/Harrison">Steve Harrison</a>, and <a href="/author/Hoadley">Christopher Hoadley</a> </span><em>Educating learning technology designers: guiding and inspiring creators of innovative educational tools</em> (<em>2008</em>)Wed Jul 13 17:54:00 CEST 2011Educating learning technology designers: guiding and inspiring creators of innovative educational tools145Applying the "studio model" to learning technology design2008LDstudio asld2011 contel11 education learning studio technology http://www.bibsonomy.org/bibtex/2d14ef7197efd4c65b3839f9ca5d77a86/yishyish2011-07-13T17:10:10+02:00asld-book asld2011 contel11 design designers educating education ldg learning learningdesigngrid technology <span class="authorEditorList"><a href="/author/DiGiano">Chris DiGiano</a>, <a href="/author/Goldman">Shelley V. Goldman</a>, and <a href="/author/Chorost">Michael Chorost</a> </span><em>Taylor &amp; Francis, </em>(<em>2008</em>)Wed Jul 13 17:10:10 CEST 2011Educating learning technology designers: guiding and inspiring creators of innovative educational tools2008asld-book asld2011 contel11 design designers educating education ldg learning learningdesigngrid technology What knowledge and skills do designers of learning technologies need? What is the best way to train them to create high-quality educational technologies? Distilling the wisdom of expert instructors and designers, this cutting-edge guide offers a clear, accessible balance of theory and practical examples. This cutting-edge guide: synthesizes learning, instructional design, and educational technology perspectives on learning-centered technology highlighting how interdisciplinary work is driving the fields of the learning sciences and technology design and development offers helpful resources for both faculty and students including descriptions a variety of successful courses in learning technology design, examples of student work with commentary by instructors and students, and discussions of "lessons learned" in course development includes a "To the Student" chapter that speaks in plain language about what is exciting and challenging about creating technology for kids Directed to university instructors working with students on developing educational software projects and to managers leading learning technologies development teams, this book is a valuable resource for guiding and inspiring the next generation of designers of learning technologies.http://www.bibsonomy.org/bibtex/205ee360678efe6a87eb4174a97d09ee7/yishyish2011-07-13T09:56:29+02:00Concretisation Concretization Design Educational HE LBD LDstudio Technology-enhanced ability asld-book contel11 ldg learning learningdesigngrid studio technology training <span class="authorEditorList"><a href="/author/Kali">Yael Kali</a>, and <a href="/author/Ronen-Fuhrmann">Tamar Ronen-Fuhrmann</a> </span><em>the Journal of Instructional Science</em> (<em>forthcoming</em>)Wed Jul 13 09:56:29 CEST 2011the Journal of Instructional ScienceConcretization of design ideas in the context of educational technology designforthcomingConcretisation Concretization Design Educational HE LBD LDstudio Technology-enhanced ability asld-book contel11 ldg learning learningdesigngrid studio technology training Learning by design (LBD) is a pedagogical approach applied in various disciplines, in which students internalize concepts by designing and developing artefacts which embody them. The context of this study is a graduate-level course in which the LBD approach was used to help graduate students in education deepen their understanding about socio-constructivist pedagogical ideas. Our research aims to characterize the learning processes of these students by examining technology-enhanced curriculum modules they designed in the course. An outcome of a previous study showed that students tended to stay at an abstract level and had a difficulty to translate their pedagogical rationales into concrete features in the modules they designed. In the current study we explore the nature of this difficulty, and examine the degree to which refined versions of the pedagogical model which the course was based upon supported students to overcome this challenge. The artefacts of 14 groups were analyzed according to the degree to which they represented mature learning environments – a set of activities with clear instructions for learners. Outcomes indicate that as we improved the pedagogical model to attend to student challenges (such as coping with the open-ended nature of the task and making complex design-decisions with limited peer-feedback), we also better supported them in developing the skill to concretize their design ideas and translate these ideas into features in mature learning environments. We view concretization as a crucial skill for novices to progress in a design knowledge novice-expert continuum.http://www.bibsonomy.org/bibtex/247e73b1567bf2467d917b7905fa13250/yishyish2011-07-12T23:06:36+02:00DBR LBD LDstudio asld-book contel11 curriculum dbr design design-based designprinciples designresearch dialogic education educational educatorsaslearningdesigners expert knowledge ldg learning learningdesigngrid principles process research studio teaching technology technology-based <span class="authorEditorList"><a href="/author/Kali">Yael Kali</a>, and <a href="/author/Ronen-Fuhrmann">Tamar Ronen-Fuhrmann</a> </span><em>International Journal of Learning Technology</em> <em>6(1):4-23</em> (<em>2011</em>)Tue Jul 12 23:06:36 CEST 2011International Journal of Learning Technology14-23Teaching to design educational technologies62011DBR LBD LDstudio asld-book contel11 curriculum dbr design design-based designprinciples designresearch dialogic education educational educatorsaslearningdesigners expert knowledge ldg learning learningdesigngrid principles process research studio teaching technology technology-based Finding ways to support novice educational technology designers is of high importance in many design fields. In this research we examined three courses in which graduate students learned to design technology-based curriculum modules. The courses were based on a teaching model developed in a design-based research methodology with four iterations. The model integrates the openness of a studio approach, with the structure of a well-known instructional systems-design process. It also takes advantage of experts' design knowledge embedded in a database of design principles. Qualitative data was used to evaluate the affordances and challenges of progressive versions of the teaching model. A generalised model for teaching educational technology design was derived, in which the following constructs are intertwined: a) structuring the design process; b) building on accessible repositories of expert design knowledge; c) enabling dialogic learning.http://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/2e844e3b42f80e3a27b77aec1d2acee61/yishyish2011-06-11T13:25:02+02:00education engineering gender learning lifelong science technology <span class="authorEditorList"><a href="/author/Herman">Clem Herman</a>, <a href="/author/Hodgson">Barbara Hodgson</a>, <a href="/author/Kirkup">Gill Kirkup</a>, and <a href="/author/Whitelegg">Elizabeth Whitelegg</a> </span><em>Gendered Choices: Learning Work Identities in Lifelong Learning, </em><em> 15, </em><em>Springer, </em>(<em>2011</em>)Sat Jun 11 13:25:02 CEST 2011Gendered Choices: Learning Work Identities in Lifelong Learning15(In press)Lifelong Learning Book SeriesInnovative educational models for women returners in science, engineering and technology professions2011education engineering gender learning lifelong science technology Women returning to work after a break have been the target of programmes and initiatives within the adult and higher education sectors for many years: they have also been the focus of government concern at times of skills shortages. Often drawing on feminist principles and pedagogies, such initiatives have generally aimed to empower women and raise their awareness of gender issues at the same time as offering skills and training in preparation for employment (Coats, 1996; Ellen \& Herman, 2005, Phipps 2008). The initiative discussed in this chapter has its roots in these traditions, but by using an online environment has been able to offer a new programme to a wider and more diversely distributed target group, as well as focussing on the needs of a specific group: women already qualified in Science, Engineering or Technology (SET) subject areas. The chapter begins by outlining the continuing problem of under-representation of women and girls in SET including the specific needs of women in these sectors. We then discuss the background to, and rationale for, a recent programme of support measures developed by the UK government, one of which is an innovative online course which was developed by an established network of educators with a commitment to gender issues. The course, aimed at women SET graduates who want to return to work in this employment sector after a career break, is described and its impact discussed. We, the authors of this paper, are all members of the team responsible for creation and delivery of this course. We have also been involved (along with an external independent team) in evaluating how well the course has achieved its objectives. In this context we are action researchers; the research data continue to be collected on the course, and changes to the course are made iteratively in response to this research and to other aspects of the environment. We end this chapter by generalising from our experience to make some recommendations for taking forward this kind of innovatory educational model for women returners in other areas. The recommendations are relevant within a global context, but this chapter is mainly concerned with UK employment priorities, and the models discussed were developed to meet these. http://www.bibsonomy.org/bibtex/21b1e9f0a2bd377cb73128796e8644a58/yishyish2011-06-11T13:06:27+02:00TEL Web2.0 accreditation assessment assessment2.0 asynchronous casestudies collaboration collaborative communication communications computer-assisted computer-mediated constructivism discussion distance e-assessment education educational evaluations formative implementation interactions learning pedagogy research summative technologies technology undergraduate web-based web-delivered <span class="authorEditorList"><a href="/author/Whitelock">Denise Whitelock</a> </span><em>Web 2.0-Based-E-Learning: Applying Social Informatics for Tertiary Teaching, </em><em>IGI Global, </em>(<em>2010</em>)Sat Jun 11 13:06:27 CEST 2011Web 2.0-Based-E-Learning: Applying Social Informatics for Tertiary TeachingActivating Assessment for Learning: Are we on the way with WEB 2.0?2010TEL Web2.0 accreditation assessment assessment2.0 asynchronous casestudies collaboration collaborative communication communications computer-assisted computer-mediated constructivism discussion distance e-assessment education educational evaluations formative implementation interactions learning pedagogy research summative technologies technology undergraduate web-based web-delivered This chapter examines the role Web 2.0 tools can play in promoting the Assessment for Learning Agenda. It presents a number of cases of peer, self and computer assessments that display a range of characteristics proposed by Elliott (2008) for the next generation of assessment tasks. The discussion of the cases revealed a missing characteristic which is a form of feedback to the students that will take their learning forward which I have called 'Advice for Action'. In order for assessment tasks and tools to become more effective they need to be embedded within a pedagogical framework, which in turn, requires a supportive infrastructure as proposed by the 4Ts pyramid. The major components of the pyramid consist of (a) Tool Development, (b) Staff Training, (c) Rethinking the Assessment Tasks and (d) Learning from the Assessment Tasks.http://www.bibsonomy.org/bibtex/2961667657eeda885157a12d3a427232f/yishyish2011-06-11T12:54:31+02:00ASLD11 education elearning inquiry learning microclimates nquire personal technology <span class="authorEditorList"><a href="/author/Scanlon">E. Scanlon</a>, <a href="/author/Anastopoulou">S. Anastopoulou</a>, <a href="/author/Kerawalla">L. Kerawalla</a>, and <a href="/author/Mulholland">P. Mulholland</a> </span><em>Journal of Computer Assisted Learning</em> (<em>2011</em>)Sat Jun 11 12:54:31 CEST 2011Journal of Computer Assisted LearningHow technology resources can be used to represent personal inquiry and support students' understanding of it across contexts2011ASLD11 education elearning inquiry learning microclimates nquire personal technology The Personal Inquiry project is an investigation into the role that technologies can play in enabling effective inquiry. Whilst it is generally agreed that inquiry based learning has potential for student learning, especially in science, three main challenges remain. The first is to provide effective support for inquiry learning, for both students and teachers; the second is to be able to support inquiry learning across a range of contexts including formal settings such as classrooms and informal settings such as the home and the final challenge is to support inquiries that engage the students.This paper addresses how inquiry based activities for students and the teacher orchestration of such activities across time and contexts can be supported by technology, using scripting. Personalisation of the inquiries in terms of relevance and providing students with choice about the inquiries they carry out is an important part of the project’s objective to engage students. A framework for the inquiry learning process is presented and how this framework has influenced the design of the software nQuire is illustrated. Examples are drawn from trials with the software in several different settings with children working on science and geography investigations.http://www.bibsonomy.org/bibtex/296164332ac92a81a069df0a919e39388/yishyish2011-05-19T07:07:06+02:00design education educatorsaslearningdesigners teaching technology <span class="authorEditorList"><a href="/author/Markauskaite">Lina Markauskaite</a>, and <a href="/author/Goodyear">Peter Goodyear</a> </span><em>Same places, different spaces. Proceedings ascilite Auckland 2009, </em>(<em>2009</em>)Thu May 19 07:07:06 CEST 2011Same places, different spaces. Proceedings ascilite Auckland 2009Designing for complex ICT-based learning: Understanding teacher thinking to help improve educational design2009design education educatorsaslearningdesigners teaching technology The work involved in designing good learning tasks is becoming more complex. This is partly because the changing needs of the knowledge society are placing greater demands on the ability of graduates to work with knowledge in more versatile ways. It also arises from the growing complexity of arrangements for learning: involving new and more fluid distributions of learning activity across time and space. Efforts are being made to improve the design resources available to teachers in higher education, yet little is known about how teachers actually engage in design work: what they think about, what experience and expertise they draw upon, what goes on when they create new learning tasks. This paper presents some outcomes of a small scale study of teacher thinking during educational design. It focuses on the teacher design thinking in the context of systems thinking and modelling course. In particular, it explores some ideas about the mental resources that need to be activated and combined in coming to good design decisions – especially when ICT tools are an important part of the educational mix.http://www.bibsonomy.org/bibtex/2d73522efcf9d20b40ad16800150d7d35/yishyish2011-05-19T06:27:29+02:00asld-book contel11 design education educatorsaslearningdesigners ldg learning learningdesigngrid technology <span class="authorEditorList"><a href="/author/Hoadley">Christopher Hoadley</a>, and <a href="/author/Cox">Charlie Cox</a> </span><em>Educating learning technology designers: Guiding and inspiring creators of innovative educational tools</em> (<em>2009</em>)Thu May 19 06:27:29 CEST 2011Educating learning technology designers: Guiding and inspiring creators of innovative educational tools19-35What Is Design Knowledge and How Do We Teach It?2009asld-book contel11 design education educatorsaslearningdesigners ldg learning learningdesigngrid technology http://www.bibsonomy.org/bibtex/273f0f9cf9c41026a082713a43179a771/yishyish2011-02-09T01:34:33+01:00aied centred design designpatterns education learner learner-centered patterns technology <span class="authorEditorList"><a href="/author/Devedzic">Vladan Devedzic</a>, <a href="/author/Good">Judith Good</a>, <a href="/author/Harrer">Andreas Harrer</a>, <a href="/author/Luckin">Rose Luckin</a>, <a href="/author/Pearce">Darren Pearce</a>, <a href="/author/Retalis">Symeon Retalis</a>, and <a href="/author/Robertson">Judy Robertson</a> </span><em>Artificial Intelligence in Education - Building Technology Rich Learning Contexts that Work, </em><em>volume 158 of Frontiers in Artificial Intelligence and Applications, </em><em>page 715. </em><em>Amsterdam, </em><em>IOS Press, </em>(<em>2007</em>)Wed Feb 09 01:34:33 CET 2011AmsterdamArtificial Intelligence in Education - Building Technology Rich Learning Contexts that Work715Frontiers in Artificial Intelligence and ApplicationsThe Design of AIED Systems: Learner-Centred and Design Pattern Approaches1582007aied centred design designpatterns education learner learner-centered patterns technology Collide Publicationshttp://www.bibsonomy.org/bibtex/27aba43f443cda2e47e395164b5a2d6fe/yishyish2011-02-04T13:19:16+01:00HIV/AIDS ICT4D TEL aids design education enhanced hiv learning participatory technology <span class="authorEditorList"><a href="/author/BADA">Joseph Kizito BADA</a>, <a href="/author/DUVESKOG">Marcus DUVESKOG</a>, <a href="/author/SUHONEN">Jarkko SUHONEN</a>, and <a href="/author/SUTINEN">Erkki SUTINEN</a> </span><em>IST-Africa 2009 Conference Proceedings, </em>(<em>2009</em>)Fri Feb 04 13:19:16 CET 2011IST-Africa 2009 Conference ProceedingsTowards Viable Technology for HIV/AIDS Education2009HIV/AIDS ICT4D TEL aids design education enhanced hiv learning participatory technology HIV/AIDS is a global challenge that requires serious contributions from the learning technology community. This far, the solutions have been successful mostly in the places of their origin with mainly local relevance. The key question is how to identify strong learning platforms that would be viable in contexts other than their original design and use. Sura ya UKIMWI, Swahili for the face of AIDS, is an example of a digital learning environment developed in the Iringa region, Tanzania, following a participatory design approach. The Sura ya UKIMWI environment is built upon real life stories of people infected with HIV/AIDS. A feasibility analysis method is applied to evaluate how to accommodate Sura ya UKIMWI into a new context (Uganda) following a dumping, planting or seeding approach. The results indicate that when a learning environment has been developed following a contextualized approach, it is not a straightforward process to apply the environment in another context. In Uganda, important factors are, for instance, integration of teachers and other stakeholders to the design process of the environment.http://www.bibsonomy.org/bibtex/270782f4ed3df5a7684e1dab800443e6f/yishyish2011-02-04T12:18:15+01:00CERME-6-patterns CnE07 Design Designpatterns GLiSL IJCEELL ILE Interactive KalDesignResearch LDSE Technology WLEFormativeEAssessment asld-book asld2011 cal09-patterns cerme6 chais2007 contel11 design designpatterns eLPBookMor edid9 education emdp enhanced environments experiments gamesresearch haifa-edtech jime08 jls10 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patternlanguagenetwork patterns polonsky postdocapplication research science selected top <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Winters">Niall Winters</a> </span><em>Interactive Learning Environments</em> <em>15(1):61-75</em> (<em>2007</em>)Fri Feb 04 12:18:15 CET 2011Interactive Learning Environments161-75Design approaches in technology enhanced learning152007CERME-6-patterns CnE07 Design Designpatterns GLiSL IJCEELL ILE Interactive KalDesignResearch LDSE Technology WLEFormativeEAssessment asld-book asld2011 cal09-patterns cerme6 chais2007 contel11 design designpatterns eLPBookMor edid9 education emdp enhanced environments experiments gamesresearch haifa-edtech jime08 jls10 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patternlanguagenetwork patterns polonsky postdocapplication research science selected top Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon, 1969). We then review the application of Design Experiments (Brown, 1992) and Design Patterns (Alexander et al., 1977) and argue that a patterns approach has the potential to address many of the critical challenges faced by learning technologists.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/2d1d79b3631554e78ea38ee858d7b4ea8/yishyish2011-01-10T13:44:34+01:00NGOs activism civic hacktivism society technology <span class="authorEditorList"><a href="/author/Geller">Stephanie L. Geller</a>, <a href="/author/Abramson">Alan J. Abramson</a>, and <a href="/author/de Leon">Erwin de Leon</a> </span><em>Communique no. 20, </em>(<em>2010</em>)Mon Jan 10 13:44:34 CET 2011Communique no. 20The Nonprofit Technology Gap: Myth or Reality?2010NGOs activism civic hacktivism society technology Nonprofit organizations are widely assumed to be technologically challenged, largely bereft of the cutting-edge hardware and software needed to function effectively in the new information era. “From antiquated technology to bureaucratic red tape, working at a nonprofit can be downright exasperating,” 1 is how one foundation’s website describes the nonprofit workplace. Similarly, a page describing nonprofit work on the popular website, Idealist, warns, “If you prize…the latest in office technology, many nonprofit organizations will disappoint, frustrate, and discourage you.” 2 How well do these impressions of the nonprofit sector reflect reality? Have nonprofits been able to integrate sophisticated technologies into their operations and use them to their full potential? Perhaps most importantly, have nonprofits been able to use such technologies to support and enhance their delivery of mission-critical programs and services—the core reason behind nonprofits’ existence? What variations, if any, exist by organizational size, age, service area, and field? Finally, what challenges are limiting nonprofits’ use of information technologies and preventing them from using such technologies as effectively and as comprehensively as possible? To answer these important questions, the Johns Hopkins Nonprofit Listening Post Project conducted a Sounding, or survey, of its nationwide sample of roughly 1,100 nonprofit organizations in four key fields (children and family services, elderly housing and services, community and economic development, and the arts) in 2009. Altogether, 443 organizations responded to this survey, producing a response rate of 42 percent, which is quite respectable in this field, particularly at a time of economic hardship. 3 Three key findings resulted from this inquiry: 1. The majority of nonprofits are relying on a range of current information technologies for both administrative functions and program and service delivery. 2. However, most nonprofits are not content with the extent to which they have integrated technologies into program and service delivery and recognize that they could be doing more. 3. Lack of funding, time, and expertise are the major barriers preventing nonprofits from harnessing the full potential of information technologies. The balance of this Communiqué examines these and other important findings in more detail.http://www.bibsonomy.org/bibtex/27a93cc2dd23abab97dbdc6a1bc32a69f/yishyish2010-10-14T10:43:50+02:00activity design interaction technology theory <span class="authorEditorList"><a href="/author/Kaptelinin">Victor Kaptelinin</a>, and <a href="/author/Nardi">Bonnie A. Nardi</a> </span><em>MIT Press, </em>(<em>2009</em>)Thu Oct 14 10:43:50 CEST 2010Acting with Technology: Activity Theory and Interaction Design2009activity design interaction technology theory Activity theory holds that the human mind is the product of our interaction with people and artifacts in the context of everyday activity. Acting with Technology makes the case for activity theory as a basis for understanding our relationship with technology. Victor Kaptelinin and Bonnie Nardi describe activity theory's principles, history, relationship to other theoretical approaches, and application to the analysis and design of technologies. The book provides the first systematic entry-level introduction to the major principles of activity theory. It describes the accumulating body of work in interaction design informed by activity theory, drawing on work from an international community of scholars and designers. Kaptelinin and Nardi examine the notion of the object of activity, describe its use in an empirical study, and discuss key debates in the development of activity theory. Finally, they outline current and future issues in activity theory, providing a comparative analysis of the theory and its leading theoretical competitors within interaction design: distributed cognition, actor-network theory, and phenomenologically inspired approaches. Acting with Technology series About the Authors Victor Kaptelinin is Professor in the Department of Informatics at Umeå University, Sweden and coeditor of Beyond the Desktop Metaphor: Designing Integrated Digital Work Environments (MIT Press, 2007). Bonnie A. Nardi is Associate Professor in the School of Information and Computer Science at the University of California, Irvine. She is the author of A Small Matter of Programming (1993), and coauthor of Information Ecologies: Using Technology with Heart (1999), both published by the MIT Press.