This post continues an on-going exploration of knowledge reuse in design for digital learning. Previous posts (one and two) started the exploration in the context of developing an assemblage to help designers of web-based learning environments create a card interface (see Figure 1). Implementing such a design from scratch requires a diverse collection of knowledge
My last post introduced some early steps in exploring how to increase the reuse of design knowledge in design for digital learning (i.e. designing course websites). That post outlined the specific problem, the solution and linked it to work on constructive templates and patterns from the Hypermedia Design literature (Nanard, Nanard and Kahn, 1998). It
In October last year I started a new position at Griffith University. A role designed to help improve the quality and quantity of use of the institutional learning ecosystem. An ecosystem that includes Blackboard (both 9.1 and soon Ultra), Office365, PebblePad, Echo360 etc. Pretty early on it became apparent that there was some problems with
This post is test of some technology and an opportunity to save the following quote from (Solomon and Black, 2008) In order to ‘try out’ new ways of thinking, we need to perceive ourselves as having some agency in or control over what we are doing. As long ago as 1976, Barnes identified a ‘performance
Happy to see the end of 2018. Time to figure out what 2019 holds. This is a first step. I start 2019 as a meso-level practitioner in a new university. Hannon (2013) describes meso-level practitioners as the “teaching academics, learning technologists, and academic developers” (p. 175) working between the learning and teaching coal-face and the
Playing with h5p.
What follows is a collection of ad hoc ramblings around learning analytics prompted by a combination of Col’s recent post, associated literature arising from ALASI’2018, and “sustainable retention” project that I’m involved with as part of my new job. It’s mainly sensemaking and questions. Intended to help me clarify some thinking and encourage Col’s to
The following is an initial, under-construction attempt to explain (first to myself) how/what role an Information Systems Design Theory (ISDT) places in the research process. Working my way toward a decent explanation for PhD students. It does this by linking the components of an ISDT with one explanation of a research project. Hopefully connecting the
In the absence of an established workflow for curating thoughts and resources I am using this blog post to save links to some resources. It’s also being used as an initial attempt to write down some thoughts on these resources and beyond. All very rough. Fourth industrial revolution This from the world economic forum (authored
Following is a summary of Johanson and Hasselbring (2018) and an exploration of what, if anything, it might suggest for learning design and learning analytics. Johanson and Hasselbring (2018) explore why scientists whom have been developing software to do science (computational science) haven’t been using principles and practices from software engineering to develop this software.