VOL 31, NO 5 (2015) ascilite : SPECIAL ISSUE: EDUCATIONAL DESIGN RESEARCH. Australasian Journal of Educational Technology


Hoy traemos a este espacio el último número, un número especial de Australasian Journal of Educational Technology:

VOL 31, NO 5 (2015): SPECIAL ISSUE: EDUCATIONAL DESIGN RESEARCH

Educational Design Research (EDR) is an emerging approach that attempts to bridge the demand for rigorous research with the development of relevant solutions to educational problems, particular those that involve technology. EDR constitutes a family of design-oriented approaches to educational research, including but not limited to design-based research, design and development research, and design-based implementation research. The purpose of this special issue is to advance EDR by showcasing exemplars of high quality design-oriented research in technology-supported post-secondary educational settings.

TABLE OF CONTENTS

EDITORIAL

Editorial 31(5): Special issue on educational design research (EDR) in post-secondary learning environmentsPDF
Theodore J Kopcha, Matthew M Schmidt, Susan McKenney

SPECIAL ISSUE 2015

In search of design principles for developing digital learning & performance support for a student design taskPDF
Lars Bollen, Hans van der Meij, Henny Leemkuil, Susan McKenney
Re-designing university courses to support collaborative knowledge creation practicesPDF
Minna Lakkala, Auli Toom, Liisa Ilomäki, Hanni Muukkonen
Exploring College Students’ Online Help-Seeking Behavior in a Flipped Classroom with a Web-Based Help-Seeking ToolPDF
Erkan Er, Theodore J. Kopcha, Michael Orey, Wendy Dustman
Professional development in higher education: Designing and evaluating an interactive teaching resource portalPDF
Jen Scott Curwood, Martin Tomitsch, Kate Thomson, Graham Hendry
R-NEST: Design-Based Research for Technology-Enhanced Reflective Practice in Initial Teacher EducationPDF
Bonnie Thompson Long, Tony Hall
Conjecture mapping to optimize the design-based research processPDF
Helen Wozniak

COMMENTARY

Educational design research: Signs of progressPDF
Thomas C Reeves


ISSN: 1449-5554

(leer más...) Fuente: [ ajet ]

Revista Congreso Universidad. Vol 2 nº 3 (2013) . Cuba. #Universidad #higherED

Hoy traemos a este espacio como complemento al post del domingo, 22 de septiembre de 2013 Universidad 2014. 9º Congreso Internacional de Educación Superior. La Habana . Cuba ... socialmente responsable.

Vol 2, No 3 (2013)

Congreso Universidad

Publica los mejores artículos presentados en el XI TALLER INTERNACIONAL “LA EDUCACIÓN SUPERIOR Y SUS PERSPECTIVAS”, el V TALLER DE INTERNACIONALIZACIÓN DE LA EDUCACIÓN SUPERIOR y el VII ENCUENTRO SOBRE ECONOMÍA Y FINANCIAMIENTO DE LA EDUCACIÓN SUPERIOR.

Tabla de contenidos

Consejo Editorial

Consejo EditorialPDF
Consejo Editorial2

Editorial

EditorialPDF
Dra. Elvira Martín Sabina2

Artículos Científicos

Sistema de gestión integrada de capital humano para las universidades cubanas. Caso Universidad Agraria de La Habana (UNAH). Integrated system of human capital for Cuban universities. Case of Agrarian University of Havana (UNAH)PDF
Dr. C. José R. Capó Pérez, M.Sc. Julia Damaris Castillo Calderín, M.Sc. Saily González Perdigón12
The neoliberal university in Australia: permanent crisis. La Universidad neoliberal en Australia: crisis permanentePDF
Michelle Carmody6
El control estratégico: una perspectiva en construcción en las instituciones de educación superior. Strategic control: a perspective construction in higher education institutionsPDF
Dr. José Luis Almuiñas Rivero, Dr. Rey Felipe González, MsC. Dania Morales Batista11
Las perspectivas de desarrollo de la educación superior contemporánea: contribución de la Universidad de Ciencias Pedagógicas Enrique José Varona. Development prospects at contemporary higher education: contribution of UPCEJVPDF
Dr. C. Nereyda Cruz Tejas, Dr. C. Berta Fernández Rodríguez11
Una aproximación a la representación de preferencias de aprendizaje en entornos virtuales de enseñanza aprendizaje. An approach to the representation of learning preferences in learning virtual teachingPDF
M.Sc. Rey Segundo Guerrero Proenza, Dr. Andrés García Martínez12
Una aproximación a la representación de preferencias de aprendizaje en entornos virtuales de enseñanza aprendizaje. An approach to the representation of learning preferences in learning virtual teachingPDF
Dra. C. Judith Galarza López, Dr. C. José Luis Almuiñas Rivero12
Nuevo modelo de universidad-empresa. El sistema UCI. New model of university-industry. The ICU system.PDF
Dr. C Antonio Romillo Tarke, Ing. Daisy Oropesa Méndez12
La educación superior ante la diferencia indígena: Interculturalidad y gubernamentalidad. Higher education before indigenous difference: Interculturality and governmentality.PDF
Mario Arturo Martínez Cortés13
Aprendizaje de ciudadanía y educación superior. Learning citizenship and higher educationPDF
Dra. Rafaela García López, Dra. María Jesús Martínez Usarralde, Isabel Candela Pérez12
Acceso y permanencia de los estudiantes en la universidad. Un compromiso compartido entre la escuela media y la universidad. Enrollment and retention of students in college. A shared commitment between middle school and collegePDF
Mg Stella Maris Muiños de Britos12
Movilidad social y acceso a la educación superior pública en México. Upward social mobility and access to public higher education in MexicoPDF
M.F. Araceli Hernández Jiménez, Dra. Juquila Araceli González Nolasco, M.D. Roxana Sánchez Clara13
Las universidades como artífices de responsabilidad social. Universities as creators of social responsibilityPDF
Dra. Evelyn García10
La responsabilidad social de la universidad y la construcción de la cultura ciudadana. The social responsibility of the university and the construction of civic culturePDF
Sergio Jacinto Alejo López10
A (in)sustentabilidade da qualidade e da gestão democracia na educação brasileira. The (un) sustainability and the quality of management education in Brazilian democracy.PDF
Prof. Dr. Carlos RS Machado9
Cambio educativo: desarrollo organizacional y gestión universitaria. Educational change: organizational development and management universityPDF
Dora Luisa Roux Oropeza11
Implementación del proceso de Bolonia en una universidad pública española Implementation of the Bologna process in a Spanish public universityPDF
Dr. José A. Rabadán Rubio, Encarnación Hernández Pérez, Dr. Joaquín Parra Martínez, Dr. Andrés Escarbajal de Haro10
Las universidades públicas frente a las políticas neoliberales. Public universities against neoliberal policies.PDF
Dra. Bertha Adelina López Arce, Dr. Juan Patricio Castro Ibáñez, Dr. Fernando López Alcocer13
Ensino superior pelos caminhos da sustentabilidade e desenvolvimento institucional na República de Angola. Higher education in the ways of sustainability and institutional development in AngolaPDF
M.Sc. Eugenio dos Santos Novais, Dr. Mario M. Ares Sánchez12
Formación del profesorado universitario: Vinculación con el desarrollo profesional e institucional. Teacher training college: Linking with professional and institutional development.PDF
Dra. Silvia Patricia Aquino Zúñiga, Dra. Deneb Elí Magaña Medina, Dr. Jorge Alberto Rosas Castro11
El perfil del bachiller aspirante a ingresar a la Universidad Técnica Estatal de Quevedo. The profile of the bachelor aspiring to join the State Technical University QuevedoPDF
Dra. Ruth Elizabeth Corrales Morán, Dra. Gisela Bravo López11
La internacionalización de la educación superior en Argentina. Desafíos presentes y futuros The internationalization of higher education in Argentina. Present and future challengesPDF
Lic. María Julieta Abba10
Las redes de cooperación y la gestión del conocimiento: una experiencia. Cooperation networks and knowledge management: an experience.PDF
Dr. C. Jorge Juan Domínguez Menéndez11
Ejercicio de planeación estratégica para la internacionalización: propuesta de metodología y estudio de caso de la Universidad Central de Las Villas (UCLV) Strategic planning exercise for internationalization:proposed methodology and case study of UCLVPDF
Dra. C. Alina Montero Torres, Ing. Milagros Sarduy Valdés12
O projeto da Universidade Federal da Integração Latino-Americana (UNILA) The Project of University of Latin American Integration (UNILA)PDF
Daniela Andreia Schlogel7
La participación de las universidades y de los centros de investigaciones adscriptos al Ministerio de Educación Superior en la Cooperación Internacional al Desarrollo. The involvement of universities and research centers seconded to the MES.PDF
Dr. Huberto Rodríguez Coppola, Dr. Ricardo Fundora Piñeyro14
Modelo de financiamiento para la gestión académica de la Universidad Nacional Experimental Sur del Lago. Financing model for academic managing at Universidad Nacional Experimental Sur del Lago.PDF
MSc. Luis Emilio Torres N.11
El financiamiento de las universidades públicas. Rendición de cuentas mediante la auditoria de rendimientoPDF
M.Sc. Oscar Wolpes Álvarez, Dra. C. Yamila Plana Batista, Dr. C. Rolando Latorre Quirce14
El gasto por estudiante como un indicador de eficiencia de los procesos en la educación superior. Spending per student as an indicator of process efficiency in higher education.PDF
M.Sc. Odalys Elena Gastardi Picó, M.Sc. Miriam Alpízar Santana, Arq. Mario León Guerra13

Reseña de libros

La Reforma Universitaria de 1962: Medio siglo de impacto en la educación superior cubanaPDF
Colectivo de autores1

Normas de publicación

Normas de publicación de la revista Congreso UniversidadPDF
Daliana Rodríguez L.3

(leer más...)

 Fuente: [ revista congreso]

eLearning in Australia

I recently had the pleasure of interviewing Lee Corbett, Chief Executive at simply elearning. She has years of experience in the elearning marketing in Australia and was the perfect person to gain some insight on what’s happening Down Under.

1.    Please tell us a little about yourself and your organization

I have been in the elearning and VET sector training world since 2000 when I was engaged by Southbank Institute of TAFE in their Engineering faculty. I have held several committee positions nationally, mainly in the telecommunications and electronics industry skilling areas. I left TAFE in 2006 to set up an elearning department for one of the private mining RTO’s here in Queensland before starting my own business late 2007.

We are a specialised elearning content development company for the mining industry and all of the associated trade areas. We cover a lot of different facets of the sector from first aid, to plant maintenance and everything in between.

Having worked with TAFE I was familiar with a lots of LMS’s but none that wowed me.  Then after a lot of research I came across the eFront LMS. I loved the system. For a relatively complex system as far as output goes, it was very functional and for me fairly easy to understand. We matched it against the likes Blackboard, Moodle and Janison it wins hands down.

Anyway, we loved the system so much we started to refer it to our clients and the relationship with eFront has grown from there. Now with the TalentLMS on the market we are so excited about being able to provide clients in Australia with a LMS solution regardless of their size or budget. I can’t wait to see where we are in 5 years time!

2.    How would you describe the state of elearning in Australia today?

I should first clarify what I believe to be the difference between elearning and online learning. There has been a lot of resistance from trainers and educators. This is mainly due to job security rather than their dislike for elearning. Online learning (prevalent in TAFE & Universities) is merely taking paper based or video resources and putting them on the internet for students to access, download and view. Whereas true elearning is the development of training content from paper based to learner led resources. This is where you require instructional design and the ability to sit in the participants seat in front of a computer and have the content ‘talk’ to you whilst you ‘interact’ with it. This is the work that we do. We take paper based resources and we use graphical designers, instructional designers, and animators etc to build them into a ‘storybook’ of learning.

In my opinion, the elearning market in Australia is still in its infancy. Online learning is very popular with TAFE’s and Universities, but true elearning is something that the nation is still coming to terms with.

3.    Regarding elearning – what differentiates education and the workplace?

This is an interesting question in that they are not really that dissimilar. Except for my before mentioned style of learning i.e. online versus elearning, the only real difference is that workplaces are far more open to a blended delivery methodology and of course the elearning method over the online method.

A workplace’s key focus is ease of access to the material, ease of delivery (not much reading), clear concise information and the limited downtime of its employees.

Education on the other hand is all about throwing as much information out there as possible, creating projects for the participants, ensuring that they engage with Tutors etc.

Both have a place in education and training for different reason and are based on the required outcomes and the target market. And that really is the difference, ‘Education’ versus ‘Training’.

4.    What characterizes the Australian elearning market?

The Australian market is very immature in a way, especially from the ‘elearning’ point of view. There is a real lack of knowledge as to how elearning works, what SCORM is, what elearning can do and how to fit it into your training regime.

The cost of content development here in Australia is still, unnecessarily, very high. That in itself has a huge impact on the uptake. I guess that is the reason that a lot of

5.    What do you think the future holds for elearning in Australia? What is the direction of elearning?

Australia’s elearning market is growing fairly rapidly, but at the same time it is not directional. Every provider of both content and Learning Management Systems has a different take on what constitutes best practice.

As the market gains maturity, I really think that there will be three market winners:

  • Robust learning management systems that easily enable reporting out to other systems;
  • A simple easy to use LMS interface that reports with rigor whilst at the same time enabling ease of access and use by learners and administrators; and
  • Content that is interactive, cost effective and future proofed.

I know that seems like a lot to ask for but that is where the market is heading.

There is also a definite swing to hosted Learning Management Systems, from major corporations down to small RTO’s. We talk about it as, taking the IT out of training and education.

The buzz word here for the past 2 years has been ‘blended delivery’. That is, a mix of face-to-face, elearning/online learning, on the job training and practical skills – simulated or in the workplace.

This is becoming more and more prevalent every year. The move to blended delivery by the major educational institutions will assist market growth and ultimately help to showcase the abilities of the elearning market as a whole.

When Australian businesses, educational institutions and learners from all walks become familiar with the ‘blended model’ it will rapidly become the norm and the new expectation for users of training and educational content.

If you would like to tell us about your experiences regarding the Australian elearning market please add your comment below!

Yours in elearning,

Roberta - feel free connect with me on LinkedIn or Twitter @rgogos