Search results for author:"Alejandro Armellini"
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Distance Education Vol. 33, No. 2 (2012) pp. 165–184
Success in open educational resources (OER) has been reported by the Massachusetts Institute of Technology in the USA and the Open University in the UK, among others. It is unclear, however, how valuable OER are in learning and teaching. Approaches...
Talking about Teaching: A Study of the Professional Uses of Email by Secondary School Teachers in Uruguay
Technology, Pedagogy and Education Vol. 14, No. 2 (July 2005) pp. 171–188
Teacher collegiality has been highlighted as a crucial factor in educational change and professional development. Secondary school teachers have been consistently found to feel isolated from their colleagues, with few opportunities and mechanisms...
Open Learning Vol. 28, No. 1 (2013) pp. 7–20
Open educational resources (OER) and open educational practices (OEP) are relatively new areas in educational research. How OER and OEP can help practitioners enhance curricula is one of a number of under-researched topics. This article aims to...
Journal of Computing in Higher Education Vol. 24, No. 2 (August 2012) pp. 132–142
Following a brief introduction, our paper is in four main sections. First, we lay out the points on which we agree with James Mazoue's views expressed in "The Deconstructed Campus." Second, we offer a critique of his views. Third, we consider...
Open Praxis Vol. 9, No. 3 (Sep 22, 2017) pp. 335–343
Self-efficacy is a strong predictor of academic performance, and an area of interest for higher education institutions. This paper reports on a massive open online course (MOOC) on study skills, aimed at increasing self-efficacy. Participants (n=32) ...
British Journal of Educational Technology Vol. 47, No. 6 (November 2016) pp. 1202–1216
The Community of Inquiry framework, originally proposed by Garrison, Anderson and Archer, identifies teaching, social and cognitive presences as central to a successful online educational experience. This paper presents the findings of a study...
Association for Learning Technology Journal Vol. 16, No. 2 (June 2008) pp. 95–109
We detail the research, development and initial outcomes of an intervention process to promote capability building in designing for e-learning at a dual mode university in the UK. The process, called CARPE DIEM, was built on a pilot study and became ...
An Evaluation of the Use of Voice Boards, E-Book Readers and Virtual Worlds in a Postgraduate Distance Learning Applied Linguistics and TESOL Programme
Open Learning Vol. 27, No. 2 (2012) pp. 103–119
We researched the incorporation of three learning technologies (voice boards, i.e. voice-based discussion boards, e-book readers, and Second Life virtual world), into the Master's Programme in Applied Linguistics and Teaching English to Speakers of...
Research in Learning Technology Vol. 21, No. 2 (2013)
While learning is commonly conceptualised as a social, collaborative process in organisations, online courses often provide limited opportunities for communication between people. How do students engage with content-based courses? How do they find...
International Review of Research in Open and Distance Learning Vol. 16, No. 3 (June 2015) pp. 298–317
Although interaction is recognised as a key element for learning, its incorporation in online courses can be challenging. The interaction equivalency theorem provides guidelines: Meaningful learning can be supported as long as one of three types of...
CORRE: A Framework for Evaluating and Transforming Teaching Materials into Open Educational Resources
Open Learning Vol. 26, No. 3 (2011) pp. 191–207
Open education resources (OER) are taking centre-stage in many higher educational institutions globally, driven by the need to raise institutional profiles, improve the effectiveness of teaching and learning and achieve universal access to education....
Global Learn 2016 (Apr 28, 2016) pp. 359–366
Research literature on Massive Open Online Courses (MOOCs) is still limited and tends to focus on the learner perspective. This paper reports on the experiences of ten UK-based individuals involved in designing, developing, or delivering MOOCs ...
Association for Learning Technology Journal Vol. 18, No. 2 (July 2010) pp. 105–118
This paper reports on a case study into the contribution of podcasting to the curriculum transformation of two distance-taught master's programmes. Both programmes attract work-based Occupational Psychology practitioners, most of whom are in full...
Research in Learning Technology Vol. 19, No. 1 (2011) pp. 19–38
We report on the incorporation of e-book readers into the delivery of two distance-taught master's programmes in Occupational Psychology (OP) and one in Education at the University of Leicester, UK. The programmes attract work-based practitioners in ...
Curriculum, Intellectual Property Rights and Open Educational Resources in British Universities--and Beyond
Journal of Computing in Higher Education Vol. 22, No. 3 (December 2010) pp. 162–176
Is the curriculum in British universities being influenced by decisions about ownership of intellectual property rights (IPR) in "open educational resources" (OERs) that are available online under Creative Commons licenses, free of charge? This...
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1641–1647
In spite of the popularity of Massive Open Online Courses (MOOCs), their sustainability is still a matter of concern. This paper reports on the views of 21 European individuals involved in designing, developing, or delivering MOOCs. Semi-structured...