Scaling up online learning Curriculum design and support for online learning checklist

This checklist highlights key questions for institutions that are considering their online learning provision and relates to the Jisc Scaling up online learning Curriculum design and support for online learning guide.

Assessing a Methodological Proposal for the Design, Creation and Evaluation of Learning Objects Oriented to Educators with Diverse Educational and Technological Competencies

This paper describes a methodological proposal for the design, creation and evaluation of Learning Objects (LOs). This study arises from the compilation and analysis of several LO design methodologies currently used in Ibero-America. This proposal, which has been named DICREVOA, defines five different phases: analysis, design (instructional and multimedia), implementation (LO and metadata), evaluation (from the perspective of both the producer and the consumer of the LO), and publishing. The methodology focuses not only on the teaching inexperienced, but also on those having a basic understanding of the technological and educational aspects related to LO design; therefore, the study emphasizes LO design activities centered around the Kolb cycle and the use of the ExeLearning tool in order to implement the LO core. Additionally, DICREVOA was used in a case study, which demonstrates how it provides a feasible mechanism for LO design and implementation within different contexts. Finally, DICREVOA, the case study to which it was applied, and the results obtained are presented

Combination of Evolutionary Algorithms with Experimental Design, Traditional Optimization and Machine Learning

Evolutionary algorithms alone cannot solve optimization problems very efficiently since there are many random (not very rational) decisions in these algorithms. Combination of evolutionary algorithms and other techniques have been proven to be an efficient optimization methodology. In this talk, I will explain the basic ideas of our three algorithms along this line (1): Orthogonal genetic algorithm which treats crossover/mutation as an experimental design problem, (2) Multiobjective evolutionary algorithm based on decomposition (MOEA/D) which uses decomposition techniques from traditional mathematical programming in multiobjective optimization evolutionary algorithm, and (3) Regular model based multiobjective estimation of distribution algorithms (RM-MEDA) which uses the regular property and machine learning methods for improving multiobjective evolutionary algorithms.

Ergonomics as authoritarian or libertarian: Learning from colin ward's politics of design

Ergonomics is intrinsically connected to political debates about the good society, about how we should live. This article follows the ideas of Colin Ward by setting the practices of ergonomics and design along a spectrum between more libertarian approaches and more authoritarian. Within Anglo-American ergonomics, more authoritarian approaches tend to prevail, often against the wishes of designers who have had to fight with their employers for best possible design outcomes. The article draws on debates about the design and manufacturing of schoolchildren's furniture. Ergonomics would benefit from embracing these issues to stimulate a broader discourse amongst its practitioners about how to be open to new disciplines, particularly those in the social sciences.

How textbook design may influence learning with geography textbooks

This paper investigates how textbook design may influence students’ visual attention to graphics, photos and text in current geography textbooks. Eye tracking, a visual method of data collection and analysis, was utilised to precisely monitor students’ eye movements while observing geography textbook spreads. In an exploratory study utilising random sampling, the eye movements of 20 students (secondary school students 15–17 years of age and university students 20–24 years of age) were recorded. The research entities were double-page spreads of current German geography textbooks covering an identical topic, taken from five separate textbooks. A two-stage test was developed. Each participant was given the task of first looking at the entire textbook spread to determine what was being explained on the pages. In the second stage, participants solved one of the tasks from the exercise section. Overall, each participant studied five different textbook spreads and completed five set tasks. After the eye tracking study, each participant completed a questionnaire. The results may verify textbook design as one crucial factor for successful knowledge acquisition from textbooks. Based on the eye tracking documentation, learning-related challenges posed by images and complex image-text structures in textbooks are elucidated and related to educational psychology insights and findings from visual communication and textbook analysis.

ILLUSTRATED NARRATIVES: A PROPOSAL OF LEARNING TO READ APPLIED TO DESIGN

The purpose of this research is to build reading routes from the analysis of verbal and visual productions developed by undergraduate students. For this goal, learning sequences are created, based in the identified routes so as to try to reach more elaborate comprehension levels. The set of propositions of this research offers the teacher strategies that embody an inter- and trans- disciplinary proposal by relating visual and verbal languages​​, supported by the French-based Semiotics. 

MiLK: Transforming everyday places into dynamic learning spaces with mobile and web technologies

This paper explores how game authoring tools can teach processes that transform everyday places into engaging learning spaces. It discusses the motivation inherent in playing games and creating games for others, and how this stimulates an iterative process of creation and reflection and evokes a natural desire to engage in learning. The use of MiLK at the Adelaide Botanic Gardens is offered as a case in point. MiLK is an authoring tool that allows students and teachers to create and share SMS games for mobile phones. A group of South Australian high school students used MiLK to play a game, create their own games and play each other’s games during a day at the gardens. This paper details the learning processes involved in these activities and how the students, without prompting, reflected on their learning, conducted peer assessment, and engaged in a two-way discussion with their teacher about new technologies and their implications for learning. The paper concludes with a discussion of the needs and requirements of 21st century learners and how MiLK can support constructivist and connectivist teaching methods that engage learners and will produce an appropriately skilled future workforce.