Search results for author:"Davinia Hernández-Leo"
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Journal of Educational Technology & Society Vol. 18, No. 4 pp. 357–370
There is a growing interest in understanding to what extent innovative educational technologies can be used to support massive courses. Collaboration is one of the main desired elements in massive learning actions involving large communities of...
British Journal of Educational Technology Vol. 49, No. 2 (March 2018) pp. 262–275
Collaborative learning flow patterns (CLFPs) formulate best practices for the orchestration of activity sequences and collaboration mechanisms that can elicit fruitful social interactions. Mobile technology features offer opportunities to support...
British Journal of Educational Technology Vol. 49, No. 6 (November 2018) pp. 1077–1095
Learning design is a research field which studies how to best support teachers as designers of Technology Enhanced Learning (TEL) situations. Although substantial work has been done in the articulation of the learning design process, little is known ...
Journal of Educational Technology & Society Vol. 18, No. 2 pp. 33–45
Authentic assessment is important in formal and informal learning. Technology has the potential to be used to support the assessment of higher order skills particularly with respect to real life tasks. In particular, the use of mobile devices allows ...
British Journal of Educational Technology Vol. 49, No. 6 (November 2018) pp. 1113–1130
Educators of all sectors are learning designers, often unwittingly. To succeed as designers, they need to adopt a design mindset and acquire the skills needed to address the design challenges they encounter in their everyday practice. Human-centred...
British Journal of Educational Technology Vol. 50, No. 3 (May 2019) pp. 1019–1034
Participants in educational technology research regularly share personal data which carries with it risks. Informing participants of these data sharing risks is often only done so through text contained within a consent form. However,...
Davinia Hernández-Leo; Lauren Romeo; Miguel A. Carralero; Jonathan Chacón; Mar Carrió; Pau Moreno; Josep Blat
Computers & Education Vol. 57, No. 4 (December 2011) pp. 2249–2260
Two important challenges that teachers are currently facing are the sharing and the collaborative authoring of their learning design solutions, such as didactical units and learning materials. On the one hand, there are tools that can be used for...
Davinia Hernández‐Leo; Roberto Martinez‐Maldonado; Abelardo Pardo; Juan A. Muñoz‐Cristóbal; María J. Rodríguez‐Triana
British Journal of Educational Technology Vol. 50, No. 1 (January 2019) pp. 139–152
The field of learning design studies how to support teachers in devising suitable activities for their students to learn. The field of learning analytics explores how data about students' interactions can be used to increase the understanding of...
IEEE Transactions on Learning Technologies Vol. 7, No. 2 (2014) pp. 118–131
Visits to museums and city tours have been part of higher and secondary education curriculum activities for many years. However these activities are typically considered "less formal" when compared to those carried out in the classroom,...
British Journal of Educational Technology Vol. 46, No. 2 (Mar 30, 2015) pp. 317–329
Over the last few years, the use of mobile technologies has brought the formulation of location-based learning approaches shaping new or enhanced educational activities. Involving teachers in the design of these activities is important because the...
Computers & Education Vol. 67, No. 1 (September 2013) pp. 79–97
This paper presents Web Collage, an authoring tool developed to aid non-expert learning designers in the definition of assessments within Computer-Supported Collaborative Learning (CSCL) scripts. Web Collage fosters the consideration of assessments...
Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development
Juan I. Asensio-Pérez; Yannis Dimitriadis; Francesca Pozzi; Davinia Hernández-Leo; Luis P. Prieto; Donatella Persico; Sara L. Villagrá-Sobrino
Computers & Education Vol. 114, No. 1 (November 2017) pp. 92–116
Recent research suggests that training teachers as learning designers helps promote technology-enhanced educational innovations. However, little attention has been paid so far to the interplay between the effectiveness of Teacher Professional...