Summer 2020
(https://doi.org/10.55612/s-5002-045)
Special Issue on:
Designing for ownership in technology-enhanced learning (TEL): a core element for learners’ SRL and agency
Preface
(https://doi.org/10.55612/s-5002-045-001psi)
Ilona Buchem, Gemma Tur, Jesus Salinas
p. 5 - 14, download
Technology-Enhanced Learning for Student Agency in Higher Education: a Systematic Literature Review, pp. 15 - 49, abstract, download
(https://doi.org/10.55612/s-5002-045-001)
"From an educational perspective, student agency is a construct that refers to external and internal factors involved in taking responsibility for learning and the possibility of making choices in lear..."
Linda Castañeda, Gemma Tur
Resources and Opportunities for Agency in PLE-Related Pedagogical Designs, pp. 50 - 68, abstract, download
(https://doi.org/10.55612/s-5002-045-002)
"Personal Learning Environments as a learning approach are strongly connected to idea of the development of the conditions and resources for fostering the learners’ enacting of agency. In this study, s..."
Virginia Rodés-Paragarino, Adriana Gewerc-Barujel
Ownership and Agency in the adoption of Open Educational Resources, pp. 69 - 86, abstract, download
(https://doi.org/10.55612/s-5002-045-003)
"The widespread focus on ownership in the field of OER refers to the ownership of copyright, and the way to open sharing and publishing, as an intrinsic and defining characteristic. Based on a Grounded..."
Elena Barberà, Iolanda Garcia, Marcelo Maina
Fostering psychological ownership in MOOC through a self-regulation design layer, pp. 87 - 111, abstract, download
(https://doi.org/10.55612/s-5002-045-004)
"The paper presents the design of a self-regulated learning support layer which focuses on fostering learning agency awareness and student ownership in MOOC as quality deep learning indicators. Rooted ..."
Ilona Buchem, Gemma Tur, Tobias Hoelterhof
The role of learner control and psychological ownership for self-regulated learning in technology-enhanced learning designs, pp. 112 - 132, abstract, download
(https://doi.org/10.55612/s-5002-045-005)
"Theory and research show that psychological ownership has an important impact on how individuals engage, react to change and invest themselves into activities. Drawing on the theory of psychological o..."
Eva Durall Gazulla, Marjo Virnes, Teemu Leinonen, Begoña Gros
Ownership of learning in monitoring technology, pp. 133 - 154, abstract, download
(https://doi.org/10.55612/s-5002-045-006)
"Psychological ownership has been connected to agency, engagement and control. In technology-enhanced learning, this means that the technology design aids learners to get involved, make choices and fee..."
Kamakshi Rajagopal, Rani Van Schoors, Stefanie Vanbecelaere, Lien de Bie, Fien Depaepe
Designing personalised learning support for K12 education, pp. 155 - 176, abstract, download
(https://doi.org/10.55612/s-5002-045-007)
"Digital personalised learning is on the agenda in national educational policy programmes across the world. In Flanders, (Belgium), it is the central goal of the i-Learn programme. One of the education..."
Focus section on:
End-user development challenges for creative computing
Preface
(https://doi.org/10.55612/s-5002-045-001pfs)
Juan Manuel Dodero, Hongji Yang, Antonio Balderas
p. 177 - 179, download
Developing a Design Inquiry Method for Data Exploration, pp. 180 - 206, abstract, download
(https://doi.org/10.55612/s-5002-045-008)
"The increasing availability of large-scale datasets such as sensor data or social media data and increasingly accessible data science tools create unique opportunities for design. However, the relatio..."
Nurfarahani Norman Anuar, Mohd Kamal Othman
Integrating User-Centered Design with the Agile Software Development Methodology for a Cultural Heritage Information System, pp. 207 - 225, abstract, download
(https://doi.org/10.55612/s-5002-045-009)
"This paper reports on the findings of a user study on the design ideas for the Sarawak Digital Cultural Heritage Progressive Web App (PWA). The study elucidates the integration of User-Centered Design..."
Michaela R. Reisinger, Johann Schrammel, Stefan Suette, Peter Fröhlich
Home Smart Home: Approachable Interfaces for Intelligibility, Modification, and End-User Programming, pp. 226 - 245, abstract, download
(https://doi.org/10.55612/s-5002-045-010)
"End-user programming concepts are increasingly employed in smart home research to address the growing complexity of controlling smart home environments. Different approaches and visual styles of end-u..."
Iván Ruiz-Rube, Rubén Baena-Pérez, José Miguel Mota, Inmaculada Arnedillo-Sánchez
Model-driven development of augmented reality-based editors for domain specific languages, pp. 246 - 263, abstract, download
(https://doi.org/10.55612/s-5002-045-011)
"Designing visual models to describe and conceptualize objects and systems requires abstraction skills and a predisposition for visual interactions. Readily available modeling tools rely on the users’ ..."
Regular papers:
Carlo Giovannella, Marcello Passarelli, Donatella Persico
The Effects of the Covid-19 Pandemic on Italian Learning Ecosystems: the School Teachers’ Perspective at the steady state., pp. 264 - 286, abstract, download
(https://doi.org/10.55612/s-5002-045-012)
"This study is one of the first investigations conducted within the Italian school system to capture teachers’ perspective, experiences and perceptions about the impact of the COVID-19 pandemic on scho..."
Sara Eloy, Flávio Serpa
How non-designers understand the architecture design project: a comparative study using immersive virtual reality, pp. 287 - 301, abstract, download
(https://doi.org/10.55612/s-5002-045-013)
"This study focusses on how people who are not familiar with the traditional methods used to represent architecture understand architecture design projects. The main objective of the study was to asses..."
Alice Barana, Marina Marchisio
An interactive learning environment to empower engagement in Mathematics, pp. 302 - 321, abstract, download
(https://doi.org/10.55612/s-5002-045-014)
"This paper is focused on understanding if the use of interactive activities based on problem solving and automatic formative assessment in a blended learning environment can promote the development of..."