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Design-Based Research Methods (DBR) | Learning Theories - 0 views

  • educators have been trying to narrow the chasm between research and practice. Part of the challenge is that research that is detached from practice “may not account for the influence of contexts, the emergent and complex nature of outcomes, and the incompleteness of knowledge about which factors are relevant for prediction” (DBRC, 2003).
  • The need to address theoretical questions about the nature of learning in context The need for approaches to the study of learning phenomena in the real world situations rather than the laboratory
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OLT TEL What works and why? Understanding successful technology-enabled learning within... - 0 views

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    "This project addresses the long-standing gap between the rhetoric and the realities of TEL. For example, it examines the disparities between the educational potential of technology in comparison to what takes place in practice. This is a tension that recurs throughout much of the research and practitioner literature on technology use within higher education. On one hand, there is evidence for the potential of digital technology to support and sustain meaningful and effective forms of learning. Networked digital technologies have undoubtedly transformed the generation and communication of knowledge and, it follows, that this has influenced the ways in which learning takes place. The potential to 'support', 'enable', or even 'enhance' learning has therefore been associated with every significant development in digital technology over the past twenty years or so."
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Retention and Intention in Massive Open Online Courses: In Depth (EDUCAUSE Review) | ED... - 1 views

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    Interesting data shared by Cousera founders, with pointers to further MOOC research
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Heutagogy and lifelong learning: A review of heutagogical practice and self-determined ... - 0 views

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    Heutagogy and Lifelong Learning by Lisa Blaschke (University of Oldenburg) - a useful look at heutagogy and its relation to new technologies
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