Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments [0.03%]
以活动为中心的分析和设计(ACAD)：核心目的、独特品质及当前发展
Peter Goodyear,Lucila Carvalho,Pippa Yeoman
Peter Goodyear
This paper provides a summary account of Activity-Centred Analysis and Design (ACAD). ACAD offers a practical approach to analysing complex learning situations, in a way that can generate knowledge that is reusable in subsequent (re)design ...
Emotion matters for academic success: Implications of the Article by Jarrell, Harley, Lajoie, and Naismith (2017) for creating nurturing and supportive learning environments to help students manage their emotions [0.03%]
情绪影响学业成就：Jarrell，Harley，Lajoie和Naismith（2017）的文章对创建支持性学习环境以帮助学生管理情绪的启示
Xun Ge
Xun Ge
This paper is in response to the published article entitled "Success, failure and emotions: examining the relationship between performance feedback and emotions in diagnostic reasoning" (Jarrell, Harley, Lajoie, & Naismith, Education Techno...
Designing video feedback to support the socioemotional aspects of online learning [0.03%]
设计视频反馈以支持在线学习的社会情感方面
Tracii Ryan
Tracii Ryan
The COVID-19 pandemic required instructors to rapidly redesign subject delivery for the online environment. In dealing with this emergency situation, instructors may have focused their energies primarily on transitioning learning and assess...
Understanding teacher design practices for digital inquiry-based science learning: the case of Go-Lab [0.03%]
基于Go-Lab探究式学习理解数字环境下教师的设计行为
Ton de Jong,Denis Gillet,María Jesús Rodríguez-Triana et al.
Ton de Jong et al.
Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an...
How should theory guide a 'shift to digital' in mobile game-based learning? [0.03%]
理论如何指导基于移动游戏的学习向数字化转型？
Peter C Honebein
Peter C Honebein
This paper provides a theory-based critique and response to the Giannakas et al. [Educational Technology Research and Development, 66, 341-384 (2018). 10.1007/s11423-015-9396-3] critical review of mobile game-based learning. Within the fram...
Transforming student engagement in COVID-19 remote instruction: a research perspective [0.03%]
新冠肺炎远程教学中学生参与度的转变：一项研究视角
Dave Edyburn
Dave Edyburn
This paper was developed in response to the article titled, "A design framework for enhancing engagement in student-centered learning: Own it, learn it, share it," by Eunbae Lee and Michael J. Hannafin (2016). Their work is examined through...
Insights on identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science [0.03%]
关于在科学虚拟实验室和远程实验室使用中支持学生探究的指导类型的识别能力洞察
Keysha I Gamor
Keysha I Gamor
This paper is in response to the literature review entitled "Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review" [Zacharia et al., Educational Technology...
Response to "A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it": a design perspective [0.03%]
对“以学生为中心的学习增强参与度的设计框架：拥有它，学习它，分享它”的设计视角的回应
Xiaoqing Gu
Xiaoqing Gu
This essay is a response to the special issue call on the theme of Shifting to digital: Informing the rapid development, deployment, and future of teaching and learning. In this essay, the author first described the needs of student-centere...
Ellen B Meier
Ellen B Meier
This paper is written in response to the original article "Designing for 21 st century learning online: A heuristic method to enable educator learning support roles" (Nacu et al. 2018). The article presents a guide for teacher interactions ...
Design for now, but with the future in mind: a "cognitive flexibility theory" perspective on online learning through the lens of MOOCs [0.03%]
着眼当下，面向未来——从认知灵活性理论视角看基于MOOC的在线学习
Ying Hu,Rand J Spiro
Ying Hu
This paper is in response to the manuscript entitled "MOOCocracy: the learning culture of massive open online courses" (Loizzo and Ertmer in Educ Tech Res Dev 64:1013-1032, 2016, 10.1007/s11423-016-9444-7) from the perspectives of cognitive...