This paper contributes a new model for Design Research that extends existing approaches by taking... more This paper contributes a new model for Design Research that extends existing approaches by taking into account the neglected areas of design seeking and scaling in the underexplored area of workplace informal learning; we place an emphasis on design that is based on a new empirically base. We use PANDORA as an exemplary case study to identify and illustrate the research benefits of the Design Seeking and Scaling model. PANDORA explores, amongst other things, designs for collaborative technologies for processes surrounding a Significant Event Audit (SEA) in UK Health Sector’s General Practices. We claim that the model is useful as a tool for improving collaboration through Personal Learning Networks.
The purpose of this paper is to begin to examine how the intersection of mobile learning and desi... more The purpose of this paper is to begin to examine how the intersection of mobile learning and design research prompts the reconceptualization of research and design individually as well as their integration appropriate for current, complex learning environments. To fully conceptualize and reconceptualize design research in mobile learning, the authors address and unpack the unique affordances of mobile learning and implications for design research as well as the design process that has impact on both. Asserting a socio-cultural view of learning, investigating mobile devices as cultural transformational tools is proposed to potentially expand perceptions and access to resources not only in how we view teaching and learning (as a form of social capital), but also in how we design for it and conduct research in complex settings.
Our societies are considered knowledge societies in which lifelong learning is becoming increasin... more Our societies are considered knowledge societies in which lifelong learning is becoming increasingly important. At the same time, digital technologies are entering almost every aspect of our lives and now play an important role in education. The last decade has seen numerous new developments in the field of technology-enhanced learning. In 2004, George Siemens presented connectivism as a learning theory for the digital age. His ideas inspired the creation of Massive Open Online Courses (MOOCs), which have recently received a great deal of attention. Theoretical works on the use of digital devices for learning have focused on the affordances users perceive in these devices. Design research has also shown us that learning environments enriched by digital technologies are extremely complex and should be viewed as learning ecologies. The discussions on connectivism and MOOCs, affordances of digital devices, and design research have taken place in different discourses that have paid hardly any attention to each other. It is important to point out, however, that the developments in technology-enhanced learning not only can but need to be related to each other.
"This exploratory study examines the use of integrated and complementary technology systems inclu... more "This exploratory study examines the use of integrated and complementary technology systems including mobile devices to explore an instructional experience designed to provoke observational inquiry and geological
reasoning with upper elementary and middle school students. Mobile devices combined with classroom-based computer technology loaded with Google EarthTM software provided enhanced and varying views of a geological
phenomenon allowing students to identify and reason about visual evidence of erosion in their local environment. A socio-cultural frame was also employed to examine the data in relation to social structures,cultural practices and individual agency. Findings indicate that the incorporation of mobile devices into an overarching instructional intervention involving geological observational inquiry promoted enhanced geological observation and reasoning in the field as well as demonstrated some evidence of appropriation in shifts of agency, social structures and cultural practices for the students in this study."
In this qualitative case study, we investigated the perspectives of users of high tech augmentati... more In this qualitative case study, we investigated the perspectives of users of high tech augmentative and alternative communication (AAC) systems regarding their AAC systems, suggestions for others, and their successes and barriers. The five participants in this study had cerebral palsy and were at the postsecondary education level or the employment status. We found 5 main themes during the investigation: (a) day-to-day challenges; (b) experiences with AAC; (c) perceptions of preferable features and future AAC; (d) suggestions to others, including communication partners, professionals in the AAC field, and/or potential AAC users; and (e) adopted strategies. We will interpret these findings from three perspectives: (a) the participants’ perspectives on AAC; (b) their perspectives on other people; and (c) their personal insights on themselves. Overall, participants indicated that AAC systems were indispensable in their daily lives, school settings, and work environments. However, all of the participants preferred to use their natural speech if possible, and thought that their AAC device was not a replacement for speech. Rather, they perceived their AAC device as a tool for useful and flexible communication.
Literacy is important not only to school success but is fundamental to skills needed to succeed i... more Literacy is important not only to school success but is fundamental to skills needed to succeed in our rapidly changing technology-driven society. This article focuses on characteristics, interactions, and attitudes of parents and children related to their use of assistive technologies to build literacy skills. Interviews and observations involving parents and children using a variety of assistive technologies, along with a synthesis of research literature provide a framework for discussion.
Quarterly Review of Distance Education, Jan 1, 2002
... EJ654230 - Computer-Mediated Communication, eLearning, and Interactivity: A Review of the Res... more ... EJ654230 - Computer-Mediated Communication, eLearning, and Interactivity: A Review of the Research. ... ERIC #: EJ654230. Title: Computer-Mediated Communication, eLearning, and Interactivity: A Review of the Research. Authors: Bannan-Ritland, Brenda. ...
In this qualitative case study, we investigated the perspectives of users of high tech augmentati... more In this qualitative case study, we investigated the perspectives of users of high tech augmentative and alternative communication (AAC) systems regarding their AAC systems, suggestions for others, and their successes and barriers. The five participants in this study had cerebral palsy and were at the postsecondary education level or the employment status. We found 5 main themes during the investigation: (a) day-to-day challenges; (b) experiences with AAC; (c) perceptions of preferable features and future AAC; (d) suggestions to others, including communication partners, professionals in the AAC field, and/or potential AAC users; and (e) adopted strategies. We will interpret these findings from three perspectives: (a) the participants’ perspectives on AAC; (b) their perspectives on other people; and (c) their personal insights on themselves. Overall, participants indicated that AAC systems were indispensable in their daily lives, school settings, and work environments. However, all of the participants preferred to use their natural speech if possible, and thought that their AAC device was not a replacement for speech. Rather, they perceived their AAC device as a tool for useful and flexible communication.
Abstract The purpose of this study was to examine the effectiveness of a generative learning stra... more Abstract The purpose of this study was to examine the effectiveness of a generative learning strategy involving learner manipulation of visual elements in computer-based instruction. Distinct from computercontrolled animated visuals, generative manipulation of visuals requires the learner to actively move and place visual elements in an attempt to induce cognitive processing of the content.
This paper contributes a new model for Design Research that extends existing approaches by taking... more This paper contributes a new model for Design Research that extends existing approaches by taking into account the neglected areas of design seeking and scaling in the underexplored area of workplace informal learning; we place an emphasis on design that is based on a new empirically base. We use PANDORA as an exemplary case study to identify and illustrate the research benefits of the Design Seeking and Scaling model. PANDORA explores, amongst other things, designs for collaborative technologies for processes surrounding a Significant Event Audit (SEA) in UK Health Sector’s General Practices. We claim that the model is useful as a tool for improving collaboration through Personal Learning Networks.
The purpose of this paper is to begin to examine how the intersection of mobile learning and desi... more The purpose of this paper is to begin to examine how the intersection of mobile learning and design research prompts the reconceptualization of research and design individually as well as their integration appropriate for current, complex learning environments. To fully conceptualize and reconceptualize design research in mobile learning, the authors address and unpack the unique affordances of mobile learning and implications for design research as well as the design process that has impact on both. Asserting a socio-cultural view of learning, investigating mobile devices as cultural transformational tools is proposed to potentially expand perceptions and access to resources not only in how we view teaching and learning (as a form of social capital), but also in how we design for it and conduct research in complex settings.
Our societies are considered knowledge societies in which lifelong learning is becoming increasin... more Our societies are considered knowledge societies in which lifelong learning is becoming increasingly important. At the same time, digital technologies are entering almost every aspect of our lives and now play an important role in education. The last decade has seen numerous new developments in the field of technology-enhanced learning. In 2004, George Siemens presented connectivism as a learning theory for the digital age. His ideas inspired the creation of Massive Open Online Courses (MOOCs), which have recently received a great deal of attention. Theoretical works on the use of digital devices for learning have focused on the affordances users perceive in these devices. Design research has also shown us that learning environments enriched by digital technologies are extremely complex and should be viewed as learning ecologies. The discussions on connectivism and MOOCs, affordances of digital devices, and design research have taken place in different discourses that have paid hardly any attention to each other. It is important to point out, however, that the developments in technology-enhanced learning not only can but need to be related to each other.
"This exploratory study examines the use of integrated and complementary technology systems inclu... more "This exploratory study examines the use of integrated and complementary technology systems including mobile devices to explore an instructional experience designed to provoke observational inquiry and geological
reasoning with upper elementary and middle school students. Mobile devices combined with classroom-based computer technology loaded with Google EarthTM software provided enhanced and varying views of a geological
phenomenon allowing students to identify and reason about visual evidence of erosion in their local environment. A socio-cultural frame was also employed to examine the data in relation to social structures,cultural practices and individual agency. Findings indicate that the incorporation of mobile devices into an overarching instructional intervention involving geological observational inquiry promoted enhanced geological observation and reasoning in the field as well as demonstrated some evidence of appropriation in shifts of agency, social structures and cultural practices for the students in this study."
In this qualitative case study, we investigated the perspectives of users of high tech augmentati... more In this qualitative case study, we investigated the perspectives of users of high tech augmentative and alternative communication (AAC) systems regarding their AAC systems, suggestions for others, and their successes and barriers. The five participants in this study had cerebral palsy and were at the postsecondary education level or the employment status. We found 5 main themes during the investigation: (a) day-to-day challenges; (b) experiences with AAC; (c) perceptions of preferable features and future AAC; (d) suggestions to others, including communication partners, professionals in the AAC field, and/or potential AAC users; and (e) adopted strategies. We will interpret these findings from three perspectives: (a) the participants’ perspectives on AAC; (b) their perspectives on other people; and (c) their personal insights on themselves. Overall, participants indicated that AAC systems were indispensable in their daily lives, school settings, and work environments. However, all of the participants preferred to use their natural speech if possible, and thought that their AAC device was not a replacement for speech. Rather, they perceived their AAC device as a tool for useful and flexible communication.
Literacy is important not only to school success but is fundamental to skills needed to succeed i... more Literacy is important not only to school success but is fundamental to skills needed to succeed in our rapidly changing technology-driven society. This article focuses on characteristics, interactions, and attitudes of parents and children related to their use of assistive technologies to build literacy skills. Interviews and observations involving parents and children using a variety of assistive technologies, along with a synthesis of research literature provide a framework for discussion.
Quarterly Review of Distance Education, Jan 1, 2002
... EJ654230 - Computer-Mediated Communication, eLearning, and Interactivity: A Review of the Res... more ... EJ654230 - Computer-Mediated Communication, eLearning, and Interactivity: A Review of the Research. ... ERIC #: EJ654230. Title: Computer-Mediated Communication, eLearning, and Interactivity: A Review of the Research. Authors: Bannan-Ritland, Brenda. ...
In this qualitative case study, we investigated the perspectives of users of high tech augmentati... more In this qualitative case study, we investigated the perspectives of users of high tech augmentative and alternative communication (AAC) systems regarding their AAC systems, suggestions for others, and their successes and barriers. The five participants in this study had cerebral palsy and were at the postsecondary education level or the employment status. We found 5 main themes during the investigation: (a) day-to-day challenges; (b) experiences with AAC; (c) perceptions of preferable features and future AAC; (d) suggestions to others, including communication partners, professionals in the AAC field, and/or potential AAC users; and (e) adopted strategies. We will interpret these findings from three perspectives: (a) the participants’ perspectives on AAC; (b) their perspectives on other people; and (c) their personal insights on themselves. Overall, participants indicated that AAC systems were indispensable in their daily lives, school settings, and work environments. However, all of the participants preferred to use their natural speech if possible, and thought that their AAC device was not a replacement for speech. Rather, they perceived their AAC device as a tool for useful and flexible communication.
Abstract The purpose of this study was to examine the effectiveness of a generative learning stra... more Abstract The purpose of this study was to examine the effectiveness of a generative learning strategy involving learner manipulation of visual elements in computer-based instruction. Distinct from computercontrolled animated visuals, generative manipulation of visuals requires the learner to actively move and place visual elements in an attempt to induce cognitive processing of the content.
In 2008, a new learning model emerged in the e-learning landscape and has attracted the attention... more In 2008, a new learning model emerged in the e-learning landscape and has attracted the attention of educational researchers, designers, instructors, and students; namely Massive Open Online Courses (MOOCs). MOOCs stood out because of their unprecedented scalability and open access, which challenged many of the conventions we had about formal learning. However, the novelty and scalability of MOOCs posed new challenges to the educational community. The first challenge is the wide variation in student demographics, objectives, behavior, and self-organization skills, which makes it impossible to describe a singular profile of MOOC registrants. Furthermore, the potential scale of enrollment poses new pedagogical challenges such as minimal direct learner support. Hence, learners are expected to direct and regulate their own learning in a MOOC (Daradoumis, Bassi, Xhafa, & Caballé, 2013; Fini, 2009; Glance, Forsey, & Riley, 2013; Kop, Fournier, & Mak, 2011). These challenges have also been linked to the high attrition rate in MOOCs. This attrition rate has not been sufficiently examined in the literature. DBR offers an appropriate framework for examining the causes of high attrition in MOOCs as it allows for a holistic and comprehensive investigation into complex and novel learning situations such as those present in MOOCs (Bannan, 2013). The overarching goal of the DBR plan that I will share is to identify instructional design strategies that can help combat the high attrition rate and increase learners’ retention and persistence in MOOCs. Specifically, my DBR plan attempts to address the following research questions:
RQ1: What are the causes of the extremely high attrition rates in MOOCs?
RQ2: How can we increase learners’ retention and persistence in MOOCs?
RQ2a: Does support for self-regulated learning processes in MOOC design increase learner retention and persistence?
RQ2b: Does increased instructor and peer social presence increase learner retention and persistence in a MOOC?
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Papers by Brenda Bannan
reasoning with upper elementary and middle school students. Mobile devices combined with classroom-based computer technology loaded with Google EarthTM software provided enhanced and varying views of a geological
phenomenon allowing students to identify and reason about visual evidence of erosion in their local environment. A socio-cultural frame was also employed to examine the data in relation to social structures,cultural practices and individual agency. Findings indicate that the incorporation of mobile devices into an overarching instructional intervention involving geological observational inquiry promoted enhanced geological observation and reasoning in the field as well as demonstrated some evidence of appropriation in shifts of agency, social structures and cultural practices for the students in this study."
reasoning with upper elementary and middle school students. Mobile devices combined with classroom-based computer technology loaded with Google EarthTM software provided enhanced and varying views of a geological
phenomenon allowing students to identify and reason about visual evidence of erosion in their local environment. A socio-cultural frame was also employed to examine the data in relation to social structures,cultural practices and individual agency. Findings indicate that the incorporation of mobile devices into an overarching instructional intervention involving geological observational inquiry promoted enhanced geological observation and reasoning in the field as well as demonstrated some evidence of appropriation in shifts of agency, social structures and cultural practices for the students in this study."
RQ1: What are the causes of the extremely high attrition rates in MOOCs?
RQ2: How can we increase learners’ retention and persistence in MOOCs?
RQ2a: Does support for self-regulated learning processes in MOOC design increase learner retention and persistence?
RQ2b: Does increased instructor and peer social presence increase learner retention and persistence in a MOOC?