BibSonomy

This book presents a proposal of an Educational Data Literacy Competence Framework for instructional designers and e-trainers of online courses.

Fuzzy Loss functions for GANs, Learning Analytics, Next Generation AI and Sustainability, Deep Learning for Melodic Frameworks Speakers: Prof. Priti S. Sajja, Sardar Patel University, India Prof. Elvira Popescu, University of Craiova, Romania Dr. Celestine Iwendi, University of Bolton, UK Dr. Vishnu S. Pendyala, San Jose State University, USA Date: Tuesday, July 12, 2022

This paper provides a summary account of Activity-Centred Analysis and Design (ACAD). ACAD offers a practical approach to analysing complex learning situations, in a way that can generate knowledge that is reusable in subsequent (re)design work. ACAD has been developed over the last two decades. It has been tested and refined through collaborative analyses of a large number of complex learning situations and through research studies involving experienced and inexperienced design teams. The paper offers a definition and high level description of ACAD and goes on to explain the underlying motivation. The paper also provides an overview of two current areas of development in ACAD: the creation of explicit design rationales and the ACAD toolkit for collaborative design meetings. As well as providing some ideas that can help teachers, design teams and others discuss and agree on their working methods, ACAD has implications for some broader issues in educational technology research and development. It questions some deep assumptions about the framing of research and design thinking, in the hope that fresh ideas may be useful to people involved in leadership and advocacy roles in the field.

Google Tabellen

Chen, Bodong, Zhu, Xinran, & Shui, Hong, 2022

This post explains the ACAD framework and provides links to the ACAD and associated design for learning literature.