Using the Internet for Communicative Learning Activities in Kindergarten: The Case of the “Shapes Planet”

With the widespread use of the internet, more and more children get acquainted with its various uses at a young age while an increasing number of teachers are designing learning activities that utilize various internet services. Toward this direction, teachers need practical examples of pedagogically verified learning activities. This paper presents an experimental case study of a learning activity meant for teaching preschoolers geometric concepts, which uses communication tools from the internet. The activity constitutes a developmentally appropriate adaptation of a successful model, known as “Monster Exchange”, to kindergarten. The paper presents the proposed adaptation, the experimental findings regarding the errors children mad, the difficulties they encountered, and finally, the drawings that children produced, with the aim of evaluating the appropriateness and the learning value of the activity.     

Supporting adaptive learning pathways through the use of learning analytics: developments,challenges and future opportunities

Learning Analytics (LA) and adaptive learning are inextricably linked since they both foster technology-supported learner-centred education. This study identifies developments focusing on their interplay and emphasises insufficiently investigated directions which display a higher innovation potential. Twenty-one peer-reviewed studies are identified via a systematic review and classified based on the dimensions of a proposed framework. The findings of the review suggest that interesting work has been carried out during the last years on the topic. We conclude with a need for more research on the topic in specific learning domains and settings. Recommendations include: a clear strategy for adaptation augmented by LA, the combination of on-task with pre-task measures, and the combination of system-controlled adaptation with user-controlled adaptation. Future trends include the emergence of constructivist-collaborative environments that provide insightful models of complex student behaviour.     

Teacher-led design of an adaptive learning environment

This paper discusses a requirements engineering process that exemplifies teacher-led design in the case of an envisioned system for adaptive learning. Such a design poses various challenges and still remains an open research issue in the field of adaptive learning. Starting from a scenario-based elicitation method, the whole process was highly participatory, with requirements validation in iterative cycles. The contribution of the paper is twofold: (a) it exposes the design of an environment which addresses the related challenges mentioned by the participants and the literature and (b) it suggests a methodology of framing key requirements into a set of critical success factors for meeting the end-users’ expectations. The latter could be crucial in cases where the available resources are limited, but the quality of the product must not be sacrificed.     

A card game for designing activities for technology-enhanced learning in higher education

Education and Information Technologies - The importance of providing mechanisms and tools that effectively support the transition from implicit to explicit representations of Learning Design has...     

Geographic dispersion and co-location in global R&D portfolios: Consequences for firm performance

We examine how the ways in which firms geographically configure their global portfolios of R&D units influence the effectiveness of firms’ own R&D investments and of external technical knowledge in enhancing firm performance. Our analysis indicates that the strength of these effects depends on the extent to which firms spread their R&D units across countries (geographic dispersion of R&D) and the extent to which firms establish multiple R&D units within each country (co-location of R&D). We show that geographic dispersion and co-location are associated with distinct value creation and value capture mechanisms and in turn lead to different performance outcomes. Although geographic dispersion enhances the effects of a firm’s own R&D on its performance, R&D co-location limits such effects. These relationships are reversed when we consider the effects of external technical knowledge on firm performance. R&D co-location, rather than geographic dispersion, is what renders the exploitation of external knowledge more effective in enhancing firm performance. Our results suggest that future research should shift its focus from the degree of R&D globalization to how a portfolio is globalized and geographically structured.