Marija Cubric

ENHANCING LEARNING AND TEACHING USING ELECTRONIC VOTING SYSTEMS - THE DEVELOPMENT OF A FRAMEWORK FOR AN INSTITUTIONAL APPROACH FOR THEIR INTRODUCTION

This chapter examines the introduction of Electronic Voting Systems (EVS) at a UK university with the aim of promoting and supporting the student learning experience and moving from an ‘ad hoc’ and individual basis for the use of EVS at the local school level to offering support for using and developing their use on a wider institutional basis. Following discussion of the research into EVS adoption and use, the authors propose a framework to be used by those academics and managers in higher education institutions (HEI) who are interested in introducing specific technologies to support learning, such as the EVS. The framework incorporates a three-way focus on the development of a robust technology infrastructure, the provision of support and training for those using new technologies, placed within the context of sound change management principles and thus supported by the research into these areas. Previous studies in Europe, the United States and Canada into the use of EVS as, for example, in the REAP (Re-Engineering Assessment Practices) project (Nicol & Draper, 2009) have indicated that students are enthusiastic about their use in the lecture hall and seminar room and that the creative use of EVS by academics enhances their use to stimulate and support a number of classroom interactions. To date, however, there has been a lack of research studies on institutional deployment of EVS. This work is intended to outline the salient issues and start that conversation.

Agile learning & teaching with wikis: building a pattern

In this paper, we describe a blended learning process that is based on the agile development principles [1] and techniques [2] and supported by wikis. The process presented here is applicable to any learning and teaching scenario where the module objectives require development of non-cognitive skills such as: teamwork, giving and receiving feedback, collaborative writing, incremental and iterative development etc We believe that understanding agile principles and being able to apply agile techniques to any development activity are highly relevant skills that are important for the employability of our students.

A Framework for Creating Semantically Adaptive Collaborative E-learning Environments

In this paper we present a framework that can be used to generate web-based, semantically adaptive, e-learning and computer-assisted assessment (CAA) tools for any given knowledge domain, based upon dynamic ontological modeling. We accomplish this by generating â??learning ontologies