Search results for author:"Hugh Davis"
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Making it Rich and Personal: Crafting an Institutional Personal Learning Environment
Hugh Davis; Su White
International Journal of Virtual and Personal Learning Environments Vol. 2, No. 4 (October 2011) pp. 23–39
Many of the communities interested in learning and teaching technologies within higher education now accept the view that a conception of personal learning environments provides the most realistic and workable perspective of learners’ interactions...
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Improving the Workspace Awareness of Authors in Asynchronous Collaborative Authoring of Learning Designs
Dade Nurjanah; Hugh C. Davis
World Conference on Educational Media and Technology 2012 (Jun 26, 2012) pp. 1366–1376
Creating adaptive learning resources is a complex, time-consuming process. Problems emerged regarding interoperability, reusability, and collaboration. This paper discusses a collaborative authoring approach to develop adaptive learning resources....
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An Evaluation of Pedagogically Informed Parameterised Questions for Self-Assessment
Onjira Sitthisak; Lester Gilbert; Hugh C. Davis
Learning, Media and Technology Vol. 33, No. 3 (September 2008) pp. 235–248
Self-assessment is a crucial component of learning. Learners can learn by asking themselves questions and attempting to answer them. However, creating effective questions is time-consuming because it may require considerable resources and the skill...
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A Framework for Semantic Group Formation in Education
Asma Ounnas; Hugh C. Davis; David E. Millard
Educational Technology & Society Vol. 12, No. 4 (2009) pp. 43–55
Collaboration has long been considered an effective approach to learning. However, forming optimal groups can be a time consuming and complex task. Different approaches have been developed to assist teachers allocate students to groups based on a...
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Panning for Gold: Designing Pedagogically-Inspired Learning Nuggets
Chris Bailey; Mohd T. Zalfan; Hugh C. Davis; Karen Fill; Grainne Conole
Educational Technology & Society Vol. 9, No. 1 (2006) pp. 113–122
Tools to support teachers and learning technologists in the creation of effective learning designs are currently in their infancy. This paper describes a metadata model, devised to assist in the conception and design of new learning activities, that ...
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Delivery of QTIiv2 Question Types
Gary B. Wills; Hugh C. Davis; Lester Gilbert; Jonathon Hare; Yvonne Howard; Steve Jeyes; David Millard; Robert Sherratt
Assessment & Evaluation in Higher Education Vol. 34, No. 3 (June 2009) pp. 353–366
The IMS Question and Test Interoperability (QTI) standard identifies 16 different question types which may be used in online assessment. While some partial implementations exist, the R2Q2 project has developed a complete solution that renders and...
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An E-Learning Framework for Assessment (FREMA)
Gary B. Wills; Christopher P. Bailey; Hugh C. Davis; Lester Gilbert; Yvonne Howard; Steve Jeyes; David E. Millard; Joseph Price; Niall Sclater; Robert Sherratt; Iain Tulloch; Rowin Young
Assessment & Evaluation in Higher Education Vol. 34, No. 3 (June 2009) pp. 273–292
This article reports on the e-Framework Reference Model for Assessment (FREMA) project that aimed at creating a reference model for the assessment domain: a guide to what resources (standards, projects, people, organisations, software, services and...
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Mapping the e-Learning Assessment Domain: Concept Maps for Orientation and Navigation
David Millard; Yvonne Howard; Christopher Bailey; Hugh Davis; Lester Gilbert; Steve Jeyes; Joeseph Price; Niall Sclater; Robert Sherratt; Iain Tulloch; Gary Wills; Rowin Young3
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 2770–2775
Concept or Topic Maps have long been used as a method of categorising and organising information about a domain. Building them can help people conceptualise an area and spot trends or gaps, and as a presentation method they quickly provide an...