There is a multitude of terminologies in the field of learning and training to refer to how we design and approach learning experiences: two of them being instructional design and learning design. Online searches and forum discussions among practitioners and researchers reveal the confusion surrounding the use of these terms. Both terms have sometimes been used interchangeably, but the fact that there is more than one term implies that both terms might be used to encompass different aspects of the learning and training discipline. The term instructional design has been a commonly used term until recently, but now learning design made its way to the literature and to our practices. But, what exactly do these terms refer to, and what do we mean when we use each of these terms? In this brief review paper, by adopting a holistic approach, the authors aim to ponder these questions from multiple dimensions: etymological, epistemological, historical, and practical perspectives.
{"title":"Down the rabbit hole: Revisiting etymology, epistemology, history and practice of instructional and learning design","authors":"Begüm Saçak, Aras Bozkurt, Ellen Wagner","doi":"10.1145/3529516.3527485","DOIUrl":"https://doi.org/10.1145/3529516.3527485","url":null,"abstract":"There is a multitude of terminologies in the field of learning and training to refer to how we design and approach learning experiences: two of them being instructional design and learning design. Online searches and forum discussions among practitioners and researchers reveal the confusion surrounding the use of these terms. Both terms have sometimes been used interchangeably, but the fact that there is more than one term implies that both terms might be used to encompass different aspects of the learning and training discipline. The term instructional design has been a commonly used term until recently, but now learning design made its way to the literature and to our practices. But, what exactly do these terms refer to, and what do we mean when we use each of these terms? In this brief review paper, by adopting a holistic approach, the authors aim to ponder these questions from multiple dimensions: etymological, epistemological, historical, and practical perspectives.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"107 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78619720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This interview with George Ubachs conducted by Dilek Şenocak and Şeyda Kır focuses on the concept of micro-credentials and their impacts on higher education and online learning. Ubachs is Managing Director of The European Association of Distance Teaching Universities (EADTU), which is one of the pioneer university networks for open, online, and distance higher education in Europe. He is also coordinator of the European MOOC Consortium (EMC). In this interview, he discusses his experiences on benefits of micro-credentials from different perspectives, possible challenges in implementing micro-credentials, and how micro-credentials support equity and inclusion in education.
{"title":"Micro-credentials: An interview with George Ubachs","authors":"D. Şenocak, Seyda Kir","doi":"10.1145/3516493.3510464","DOIUrl":"https://doi.org/10.1145/3516493.3510464","url":null,"abstract":"This interview with George Ubachs conducted by Dilek Şenocak and Şeyda Kır focuses on the concept of micro-credentials and their impacts on higher education and online learning. Ubachs is Managing Director of The European Association of Distance Teaching Universities (EADTU), which is one of the pioneer university networks for open, online, and distance higher education in Europe. He is also coordinator of the European MOOC Consortium (EMC). In this interview, he discusses his experiences on benefits of micro-credentials from different perspectives, possible challenges in implementing micro-credentials, and how micro-credentials support equity and inclusion in education.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77163645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reports on an interview with Dr. Ronald Wagner founder and CEO of Relearnit OPM.
本文报道了对Relearnit OPM创始人兼首席执行官罗纳德·瓦格纳博士的采访。
{"title":"Relearnit Reexamines online program management (OPM): An interview with Dr. Ronald Wagner","authors":"A. Carr-Chellman","doi":"10.1145/3513001.3510465","DOIUrl":"https://doi.org/10.1145/3513001.3510465","url":null,"abstract":"This article reports on an interview with Dr. Ronald Wagner founder and CEO of Relearnit OPM.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"132 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77421467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent years, substantial progress has been made in the application of technology for learning environments to support interaction and learning. However, current digital assessments still need to be modified to measure student learning in more engaging and effective ways. Conversation-based assessment (CBA) advances the conventional digital assessments by creating a conversational environment between test-takers and agents where each test-taker receives feedback for their correct responses and hints or follow-up questions for their incorrect responses through a natural conversation. This work provides a summary of CBAs by discussing their advantages and differences from conventional digital assessments.
{"title":"Conversation-Based Assessments: Real-Time Assessment and Feedback","authors":"S. Yildirim-Erbasli, O. Bulut","doi":"10.1145/3508017.3495533","DOIUrl":"https://doi.org/10.1145/3508017.3495533","url":null,"abstract":"In recent years, substantial progress has been made in the application of technology for learning environments to support interaction and learning. However, current digital assessments still need to be modified to measure student learning in more engaging and effective ways. Conversation-based assessment (CBA) advances the conventional digital assessments by creating a conversational environment between test-takers and agents where each test-taker receives feedback for their correct responses and hints or follow-up questions for their incorrect responses through a natural conversation. This work provides a summary of CBAs by discussing their advantages and differences from conventional digital assessments.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85435695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
José Francisco dos Santos Neto, S. M. Peres, Paulo R. M. Correia, M. Fantinato
Flipped classroom is an active learning method that encourages students to access study material prior to class time. Ensuring the flipping process took place, understanding how it occurred, and verifying whether it produced positive results has been a challenge for lecturers. In this article, we analyze a flipped classroom scenario through process mining techniques. Process mining was applied to an event log provided by a learning management system that supported a particular undergraduate course offering. The outcomes provide evidence for the flip of the classroom, adding precision and reliability to lecturer analyses.
{"title":"Is My Classroom Flipped? Using Process Mining to Avoid Subjective Perception","authors":"José Francisco dos Santos Neto, S. M. Peres, Paulo R. M. Correia, M. Fantinato","doi":"10.1145/3508017.3495212","DOIUrl":"https://doi.org/10.1145/3508017.3495212","url":null,"abstract":"Flipped classroom is an active learning method that encourages students to access study material prior to class time. Ensuring the flipping process took place, understanding how it occurred, and verifying whether it produced positive results has been a challenge for lecturers. In this article, we analyze a flipped classroom scenario through process mining techniques. Process mining was applied to an event log provided by a learning management system that supported a particular undergraduate course offering. The outcomes provide evidence for the flip of the classroom, adding precision and reliability to lecturer analyses.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79613420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning modalities and technology offer dozens of ideas on how to teach online, but still, two things often seem to be missing in the online classroom: class interaction and efficient grading and feedback. In this article, the author describes in detail two kinds of weekly recording activities that greatly add to student engagement and learning in asynchronous courses. Students can be a rather passive audience, but they become much more active in group-conversation video recordings in which the instructor is not present but does provide feedback upon review of the recording. Make them a weekly part of class, and voilà everything changes.
{"title":"The Power of Weekly Group Video Recordings in Asynchronous Courses","authors":"D. Geary","doi":"10.1145/3498362.3491240","DOIUrl":"https://doi.org/10.1145/3498362.3491240","url":null,"abstract":"Learning modalities and technology offer dozens of ideas on how to teach online, but still, two things often seem to be missing in the online classroom: class interaction and efficient grading and feedback. In this article, the author describes in detail two kinds of weekly recording activities that greatly add to student engagement and learning in asynchronous courses. Students can be a rather passive audience, but they become much more active in group-conversation video recordings in which the instructor is not present but does provide feedback upon review of the recording. Make them a weekly part of class, and voilà everything changes.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86720968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An overview of performance testing and key considerations before adding performance elements to an assessment process. A real-world example is provided as the authors describe why and how Microsoft launched labs in their technical certification program, and lessons learned.
{"title":"Exploring performance testing in certification: lessons learned and key insights from Microsoft","authors":"Liberty Munson, M. Straehle","doi":"10.1145/3470744","DOIUrl":"https://doi.org/10.1145/3470744","url":null,"abstract":"An overview of performance testing and key considerations before adding performance elements to an assessment process. A real-world example is provided as the authors describe why and how Microsoft launched labs in their technical certification program, and lessons learned.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"4 12","pages":"1 - 15"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72395447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Delivery of proctored exams on-screen has existed for more than 15 years. The pandemic has pushed the technology and its radical service encounter into the mainstream. But new visibility brings new responsibilities and issues to resolve. A gold rush of new and existing suppliers means many learners now have the new exam experience they needed while others have had challenging experiences. This article considers the remote proctoring market, the growth drivers, and how the vendors and exam owners need to improve, through an exploration of contemporary service delivery, such as suggested by Professor Clayton Christensen's Jobs To Be Done theory, and modern digital service encounters expected by learners.
{"title":"Remote proctoring? Step up your game and put the learner first","authors":"Geoff Chapman","doi":"10.1145/3473306","DOIUrl":"https://doi.org/10.1145/3473306","url":null,"abstract":"Delivery of proctored exams on-screen has existed for more than 15 years. The pandemic has pushed the technology and its radical service encounter into the mainstream. But new visibility brings new responsibilities and issues to resolve. A gold rush of new and existing suppliers means many learners now have the new exam experience they needed while others have had challenging experiences. This article considers the remote proctoring market, the growth drivers, and how the vendors and exam owners need to improve, through an exploration of contemporary service delivery, such as suggested by Professor Clayton Christensen's Jobs To Be Done theory, and modern digital service encounters expected by learners.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"22 1","pages":"1 - 6"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76344575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As with most aspects of life, assessment practices have been challenged by the events of 2020. The combination of the consequences of COVID-19 restrictions and the increased awareness and reckoning with systemic racism requires the field to take a hard look at our assessment systems. The main function of assessment is to gather evidence by which one makes inferences about what people know and can do. Over the past decade, our digital capabilities have increased exponentially and offer the potential to approach assessment differently. We now have digital learning environments that capture the actions of students as they engage in learning activities. It is possible to consider using this information as evidence such that assessment does not have to be a one-time event and we can have assessment without tests. There are some promising inroads in this direction, but also some lingering challenges remain.
{"title":"A future of assessment without testing","authors":"K. DiCerbo","doi":"10.1145/3453989","DOIUrl":"https://doi.org/10.1145/3453989","url":null,"abstract":"As with most aspects of life, assessment practices have been challenged by the events of 2020. The combination of the consequences of COVID-19 restrictions and the increased awareness and reckoning with systemic racism requires the field to take a hard look at our assessment systems. The main function of assessment is to gather evidence by which one makes inferences about what people know and can do. Over the past decade, our digital capabilities have increased exponentially and offer the potential to approach assessment differently. We now have digital learning environments that capture the actions of students as they engage in learning activities. It is possible to consider using this information as evidence such that assessment does not have to be a one-time event and we can have assessment without tests. There are some promising inroads in this direction, but also some lingering challenges remain.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"37 1","pages":"1 - 2"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81387844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the past decade, K-12 education systems have been increasingly relying on digital forms of educational assessments. Therefore, digital assessments have been integrated into the instructional process and curriculum in multiple ways to promote student learning inside and outside the classroom. When developing digital assessments, one of the most important elements is the type of items used in the assessment. As technological innovations continue to change the type of tasks we can measure using digital assessments, new types of items also emerge. Items in digital assessments can go beyond the limits of what can be measured on a paper-and-pencil assessment with traditional multiple-choice items. This article will provide a summary of different item types in the context of digital assessments and discuss how they differ from traditional item types.
{"title":"Beyond multiple-choice with digital assessments","authors":"O. Bulut","doi":"10.1145/3472394","DOIUrl":"https://doi.org/10.1145/3472394","url":null,"abstract":"During the past decade, K-12 education systems have been increasingly relying on digital forms of educational assessments. Therefore, digital assessments have been integrated into the instructional process and curriculum in multiple ways to promote student learning inside and outside the classroom. When developing digital assessments, one of the most important elements is the type of items used in the assessment. As technological innovations continue to change the type of tasks we can measure using digital assessments, new types of items also emerge. Items in digital assessments can go beyond the limits of what can be measured on a paper-and-pencil assessment with traditional multiple-choice items. This article will provide a summary of different item types in the context of digital assessments and discuss how they differ from traditional item types.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"8 1","pages":"1 - 10"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89302899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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