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Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development

, , , , , , and . Computers & Education, (2017)

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CoFeeMOOC-v.2: Designing Contingent Feedback for Massive Open Online Courses., , , , and . EMOOCs, page 209-217. Universitätsverlag Potsdam, (2021)Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development, , , , , , and . Computers & Education, (2017)Orchestrating an Ubiquitous Learning Situation About Cultural Heritage with Casual Learn., , , , , , and . EC-TEL, volume 12884 of Lecture Notes in Computer Science, page 332-336. Springer, (2021)Orchestrating ubiquitous learning situations about Cultural Heritage with Casual Learn mobile application., , , , , , , , and . Int. J. Hum. Comput. Stud., (2023)"Houston, we have a problem": Revealing MOOC practitioners' experiences regarding feedback provision to learners facing difficulties., , , and . Comput. Appl. Eng. Educ., 29 (4): 769-785 (2021)"Error 404- Struggling Learners Not Found" Exploring the Behavior of MOOC Learners., , , , , and . EC-TEL, volume 11722 of Lecture Notes in Computer Science, page 636-639. Springer, (2019)e-FeeD4Mi: Automating Tailored LA-Informed Feedback in Virtual Learning Environments., , , , , and . EC-TEL, volume 13450 of Lecture Notes in Computer Science, page 477-484. Springer, (2022)Exploring the Problems Experienced by Learners in a MOOC Implementing Active Learning Pedagogies., , , , , and . EMOOCs, volume 11475 of Lecture Notes in Computer Science, page 81-90. Springer, (2019)Supporting instructors in the design of actionable feedback for MOOCs., , , , , and . EDUCON, page 1881-1888. IEEE, (2022)