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Feiya Luo; Pavlo Antonenko; Natercia Valle; Emily Sessa; Gordon Burleigh; Lorena Endara; Stuart McDaniel; Sarah Carey; E. Christine Davis – International Journal of Designs for Learning, 2020
This design case discusses the complex collaborative design reasoning processes involved in developing an online interactive learning tool for learners of all ages to explore and understand the role of flagellate plants in our society. The learning tool consists of a main website (the "Voyager") and an interactive, dynamic map of the…
Descriptors: Interdisciplinary Approach, Instructional Design, Web Sites, Plants (Botany)
Colin M. Gray; Paul Parsons; Austin L. Toombs; Nancy Rasche; Mihaela Vorvoreanu – International Journal of Designs for Learning, 2020
In this design case, we describe a multi-year process during which a team of faculty designed a four-year undergraduate major in user experience (UX) design at a large research-intensive institution. We document the program- and course-level design experiences of five faculty members. This multi-year process has culminated in a dual-strand,…
Descriptors: Instructional Design, Undergraduate Study, Majors (Students), Curriculum Development
Radovilsky, Zinovy; Hegde, Vishwanath – Journal of Information Systems Education, 2022
Data Mining (DM) is one of the most offered courses in data analytics education. However, the design and delivery of DM courses present a number of challenges and issues that stem from the DM's interdisciplinary nature and the industry expectations to generate a broader range of skills from the analytics programs. In this research, we identified…
Descriptors: Data Analysis, Statistics Education, Graduate Students, Barriers
Donna Rennar-Potacco; Anymir Orellana; Rita Ramirez-Levine – International Journal of Designs for Learning, 2020
This design case describes design decisions and their impacts during three redesigns of an educational game called the "Rocks and Minerals Challenge." This game was developed as a laboratory supplement for the rocks and minerals component of a university-based geology course. The game has evolved through three distinct design phases:…
Descriptors: Game Based Learning, Educational Games, Geology, College Science
Wang, Shouhong; Wang, Hai – Journal of Information Systems Education, 2011
Given the emergence of service-oriented architecture, IS students need to be knowledgeable of multiple server-side computer programming languages to be able to meet the needs of the job market. This paper outlines the pedagogy of an innovative course of multiple server-side computer languages for the undergraduate IS majors. The paper discusses…
Descriptors: Labor Market, Teaching Methods, Undergraduate Study, Course Descriptions
Hung, Y.-C. – IEEE Transactions on Education, 2012
This paper investigates the impact of combining self explaining (SE) with computer architecture diagrams to help novice students learn assembly language programming. Pre- and post-test scores for the experimental and control groups were compared and subjected to covariance (ANCOVA) statistical analysis. Results indicate that the SE-plus-diagram…
Descriptors: Foreign Countries, Control Groups, Experimental Groups, Web Sites
Ostashewski, Nathaniel; Moisey, Susan; Reid, Doug – International Review of Research in Open and Distance Learning, 2011
This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was…
Descriptors: Foreign Countries, Social Networks, Computer Mediated Communication, Web Based Instruction
de-la-Fuente-Valentin, Luis; Pardo, Abelardo; Kloos, Carlos Delgado – Computers & Education, 2011
IMS Learning Design is a specification to capture the orchestration taking place in a learning scenario. This paper presents an extension called Generic Service Integration. This paradigm allows a bidirectional communication between the course engine in charge of the orchestration and conventional Web 2.0 tools. This communication allows the…
Descriptors: Electronic Publishing, Web Sites, Learning Activities, Educational Technology
The Social Semantic Web in Intelligent Learning Environments: State of the Art and Future Challenges
Jovanovic, Jelena; Gasevic, Dragan; Torniai, Carlo; Bateman, Scott; Hatala, Marek – Interactive Learning Environments, 2009
Today's technology-enhanced learning practices cater to students and teachers who use many different learning tools and environments and are used to a paradigm of interaction derived from open, ubiquitous, and socially oriented services. In this context, a crucial issue for education systems in general, and for Intelligent Learning Environments…
Descriptors: Models, Interaction, Educational Technology, Design Requirements
Chen, Li-Chiou; Tao, Lixin – Educational Technology & Society, 2012
We have developed a tool called Secure WEb dEvelopment Teaching (SWEET) to introduce security concepts and practices for web application development. This tool provides introductory tutorials, teaching modules utilizing virtualized hands-on exercises, and project ideas in web application security. In addition, the tool provides pre-configured…
Descriptors: Internet, Computer Security, Information Security, Computer Science Education
Karaman, Selcuk; Celik, Suat – International Journal of Technology and Design Education, 2008
This study investigates perceptions of 29 prospective teachers about a course based on Project-Based Learning (PBL) approach. The course, "Authoring Languages in PC Environment (B-320)" lasted in 14 weeks in fall semester of 2004-2005. In this course each prospective teacher carried out a project that requires designing and developing courseware…
Descriptors: Student Projects, Programming Languages, Time Management, Active Learning
Reiners, Torsten; Dreher, Heinz – Journal of Information Technology Education, 2009
In modern learning environments, the lecturer or educational designer is often confronted with multi-national student cohorts, requiring special consideration regarding language, cultural norms and taboos, religion, and ethics. Through a somewhat provocative example we demonstrate that taking such factors into account can be essential to avoid…
Descriptors: Student Diversity, Culturally Relevant Education, Profiles, Cultural Differences
Tracy, Fran; Jordan, Katy – Technology, Pedagogy and Education, 2012
This paper draws upon the experience of an interdisciplinary research group in engaging undergraduate university students in the design and development of semantic web technologies. A flexible approach to participatory design challenged conventional distinctions between "designer" and "user" and allowed students to play a role…
Descriptors: Foreign Countries, Learner Engagement, Semantics, Interdisciplinary Approach
Gray, Kathleen; Thompson, Celia; Sheard, Judithe; Clerehan, Rosemary; Hamilton, Margaret – Australasian Journal of Educational Technology, 2010
Students now have at their disposal a range of Web 2.0 authoring forms such as audio and video podcasting, blogging, social bookmarking, social networking, virtual world activities and wiki writing. Many university educators are interested in enabling students to demonstrate their learning by creating content in these forms. However, the design…
Descriptors: Student Evaluation, Integrity, Educational Quality, Educational Assessment
Heckner, Markus; Schworm, Silke; Wolff, Christian – Journal of Educational Technology Systems, 2010
Many current (online) help systems fail because users refuse to use them or, even if they do so, they do not perceive them as helpful. There is an obvious gap between the intentions of the help content authors and the achievement of objectives concerning the perceived usefulness by help users. Problems may be divided into psychological and…
Descriptors: Feedback (Response), Prior Learning, Psychology, Internet
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