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The learner at the centre
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An analysis of learner's questions in confronting the learning journey.
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An analysis of a single interaction
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First developed with David Riley in 1988, based on Donald Norman's work, an analysis of the thinking that a learner using software might do when using a program. It was applied to discover areas for improvement in the user-interface of the kind of computer software designed by the Computers in the Curriculum Project, King's College London.
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Caught in the Web: Traditions, Cultures & Spidermen
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ULTRALAB is a learning technology research centre researching & developing learning software and producing CD-ROM products. Recently the team has become interested in publishing through the Internet using the indexing and retrieval software, Gopher and the hypermedia system World Wide Web using Mosaic software. These products and the software protocols underlying them present new design challenges, new opportunities for international publishing and a realisation of the hypertext dream. Nevertheless there are constraints to be identified and criticisms to make. This paper discusses these issues and some of the work ULTRALAB has developed in tackling them.
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Four Stages of User Activities
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The interaction between a person and a computer system involves four different stages of activities— intention, selection, execution , and evaluation —each of which may occur at different levels of specification. Analysis of these stages and levels provides a useful way of looking at the issues of human-computer interaction.
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Some Observations on Mental Models
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Dr. Norman describes the properties of mental models — that they can be contradictory, incomplete, superstitious, erroneous, and unstable, varying in time. So the job of system designers is to help users form an accurate and useful mental model of a system. And the job of researchers is to set up experiments to learn to understand actual mental models, even though they may be messy and incomplete.
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Mindstorms: Children, Computers, and Powerful Ideas
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Mindstorms has two central themes: that children can learn to use computers in a masterful way and that learning to use computers can change the way they learn everything else. Even outside the classroom, Papert had a vision that the computer could be used just as casually and as personally for a diversity of purposes throughout a person’s entire life. Seymour Papert makes the point that in classrooms saturated with technology there is actually more socialization and that the technology often contributes to greater interaction among students and among students and instructors.
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Personalized Learning and the Ultraversity Experience
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This paper describes a model of personalised work-integrated learning that is collaborative in nature, uses emerging Internet technologies and is accessed fully online. The Ultraversity project was set up by Ultralab at Anglia Ruskin University to develop a fully online, three-year duration, undergraduate degree programme with an emphasis on action inquiry in the workplace. The course design aimed to provide a highly personalised and collaborative experience. Students engage in the processes of inquiry together as a cohort, making it possible to collaborate and support each other in the online communities. The focus of this paper is on three aspects of personalisation: students’ use of technological infrastructure to develop online communities; integration of study in the workplace; and the work-study-life balance. Students were surveyed and interviewed after completion through questionnaire, telephone and face-to-face meeting. Transcripts were analysed using interpretive phenomenological analysis. This grounded approach provided evidence of impact of the design on personalised learning. The course design made the assumption that blended learning was not necessary to ensure a rich learning experience and would be a barrier to those who could not attend, and this decision is vindicated by the accounts of participants. It was also confirmed that facilitated online communities can be used to support deep learning that is focussed on action inquiry in diverse and individual workplaces. The course was designed to impact on both the work practices of the individual and the wider institution. Participants reported this as a strength. Overall, the evidence presented shows that a course design that emphasises a high degree of trust in students' ability to self-manage learning can lead to a challenging, personalised and rewarding online student experience. Students demonstrated high levels of competence in managing work study and life. This assertion is further borne out by the high degree of success achieved in terms of outcomes, judged by the degree results obtained by the cohort studied.
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The 'Academic' Qualities of Practice - What are the criteria for a practice-based PhD?
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PDF of Winter, R, Griffiths, M, and Green, K (2000): Studies in Higher Education, 25(1):25-37. Located at portal path: http://phd.richardmillwood.net/en/bibliography/winter-2000
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How can technology enhance learning.pdf
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The Learner at the Centre poster.pdf
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