Dirk Ifenthaler | Open Universities Australia (original) (raw)
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Papers by Dirk Ifenthaler
Technology, Knowledge and Learning, 2014
ABSTRACT Almost every educational organisation throughout the world is tempting to accommodate ne... more ABSTRACT Almost every educational organisation throughout the world is tempting to accommodate new ways of digital learning, using disruptive technologies. Technologies such as Learning Analytics, Virtual Assistants, Augmented Reality, or Badges are recognized as the key drivers to transform the way that individuals, groups and organizations learn (Sampson et al. 2014; Huang et al. 2013; Spector 2012; Johnson et al. 2013; Ifenthaler and Widanapathirana 2014). However, empirical research also shows that learners often struggle while confronted with digital learning environments and educators lack competencies how to implement emerging technologies for learning and instruction in a meaningful way (Ifenthaler et al. 2014; Ertmer 2005; Ifenthaler and Schweinbenz 2013).Therefore, theoretical foundations, empirical research and technological advances at the intersection of technology, instruction, cognition and learning are the underpinnings of the Special Interest Group Technology, Instruction Cogn ...
Technology, Knowledge and Learning, 2014
ABSTRACT This issue marks an exciting and challenging point as I begin my term as editor-in-chief... more ABSTRACT This issue marks an exciting and challenging point as I begin my term as editor-in-chief of Technology, Knowledge and Learning. The new scope of the journal emphasizes the increased interest on context-aware adaptive and personalized digital learning environments. Rapid technological developments have led to new research challenges focusing on digital learning, game-based learning and gamification, automated assessment, as well as learning analytics (Spector 2012). These emerging systems aim to provide learning experiences delivered via personalized environments as well as mobile devices and are tailored to the educational needs, the personal characteristics, and the particular circumstances of the individual learner or a (massive) group of interconnected learners (Hannafin 1992; Spector et al. 2010; Huang et al. 2013). Such diverse learning experiences in real-world and virtual situations generate big data that provide rich potential for in-depth intelligent analyses and adaptive feed ...
New Frontiers of Educational Research, 2012
Abstract The widespread ownership of mobile devices has lead to an increased interest to ubiquito... more Abstract The widespread ownership of mobile devices has lead to an increased interest to ubiquitous learning that is supported by a wide range of mobile devices. Mobile learning (m-learning) is referred to as when the process of learning and teaching occurs with the use of mobile devices anywhere and anytime. These developments have led to new research challenges in integrating formal and informal learning opportunities in technological supported environments. Therefore, this chapter is intended to provide an overview on ...
Neue Medien Als Strategische Schrittmacher an Der Universitat Freiburg Wie Informations Und Kommunikationstechnologien Studium Verwaltung Und Forschung Verandern, 2007
Assessment in Game Based Learning Foundations Innovations and Perspectives, 2012
Digital Knowledge Maps in Education Technology Enhanced Support For Teachers and Learners, 2014
Encyclopedia of the Sciences of Learning, 2012
Digital Knowledge Maps in Education, 2013
Digital Knowledge Maps in Education, 2013
Social Media Tools and Platforms in Learning Environments, 2011
Abstract The omnipresence of the Internet and high bandwidth connections has brought about the de... more Abstract The omnipresence of the Internet and high bandwidth connections has brought about the development of powerful software packages called learning management systems (LMS). An LMS integrates the administration and facilitation of online activities and the distribution of learning materials. In this chapter, it is argued that the use of LMS is limited to only a few technological features and that so far it has failed to promote meaningful learning environments. Therefore, two empirical studies were conducted to investigate these ...
Handbook of Research on Educational Communications and Technology, 2013
Encyclopedia of the Sciences of Learning, 2012
in October 2010 (see http://www.iadis.org/celda2010/). The IADIS CELDA 2010 conference aims to ad... more in October 2010 (see http://www.iadis.org/celda2010/). The IADIS CELDA 2010 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns.
Technology, Knowledge and Learning, 2014
ABSTRACT Almost every educational organisation throughout the world is tempting to accommodate ne... more ABSTRACT Almost every educational organisation throughout the world is tempting to accommodate new ways of digital learning, using disruptive technologies. Technologies such as Learning Analytics, Virtual Assistants, Augmented Reality, or Badges are recognized as the key drivers to transform the way that individuals, groups and organizations learn (Sampson et al. 2014; Huang et al. 2013; Spector 2012; Johnson et al. 2013; Ifenthaler and Widanapathirana 2014). However, empirical research also shows that learners often struggle while confronted with digital learning environments and educators lack competencies how to implement emerging technologies for learning and instruction in a meaningful way (Ifenthaler et al. 2014; Ertmer 2005; Ifenthaler and Schweinbenz 2013).Therefore, theoretical foundations, empirical research and technological advances at the intersection of technology, instruction, cognition and learning are the underpinnings of the Special Interest Group Technology, Instruction Cogn ...
Technology, Knowledge and Learning, 2014
ABSTRACT This issue marks an exciting and challenging point as I begin my term as editor-in-chief... more ABSTRACT This issue marks an exciting and challenging point as I begin my term as editor-in-chief of Technology, Knowledge and Learning. The new scope of the journal emphasizes the increased interest on context-aware adaptive and personalized digital learning environments. Rapid technological developments have led to new research challenges focusing on digital learning, game-based learning and gamification, automated assessment, as well as learning analytics (Spector 2012). These emerging systems aim to provide learning experiences delivered via personalized environments as well as mobile devices and are tailored to the educational needs, the personal characteristics, and the particular circumstances of the individual learner or a (massive) group of interconnected learners (Hannafin 1992; Spector et al. 2010; Huang et al. 2013). Such diverse learning experiences in real-world and virtual situations generate big data that provide rich potential for in-depth intelligent analyses and adaptive feed ...
New Frontiers of Educational Research, 2012
Abstract The widespread ownership of mobile devices has lead to an increased interest to ubiquito... more Abstract The widespread ownership of mobile devices has lead to an increased interest to ubiquitous learning that is supported by a wide range of mobile devices. Mobile learning (m-learning) is referred to as when the process of learning and teaching occurs with the use of mobile devices anywhere and anytime. These developments have led to new research challenges in integrating formal and informal learning opportunities in technological supported environments. Therefore, this chapter is intended to provide an overview on ...
Neue Medien Als Strategische Schrittmacher an Der Universitat Freiburg Wie Informations Und Kommunikationstechnologien Studium Verwaltung Und Forschung Verandern, 2007
Assessment in Game Based Learning Foundations Innovations and Perspectives, 2012
Digital Knowledge Maps in Education Technology Enhanced Support For Teachers and Learners, 2014
Encyclopedia of the Sciences of Learning, 2012
Digital Knowledge Maps in Education, 2013
Digital Knowledge Maps in Education, 2013
Social Media Tools and Platforms in Learning Environments, 2011
Abstract The omnipresence of the Internet and high bandwidth connections has brought about the de... more Abstract The omnipresence of the Internet and high bandwidth connections has brought about the development of powerful software packages called learning management systems (LMS). An LMS integrates the administration and facilitation of online activities and the distribution of learning materials. In this chapter, it is argued that the use of LMS is limited to only a few technological features and that so far it has failed to promote meaningful learning environments. Therefore, two empirical studies were conducted to investigate these ...
Handbook of Research on Educational Communications and Technology, 2013
Encyclopedia of the Sciences of Learning, 2012
in October 2010 (see http://www.iadis.org/celda2010/). The IADIS CELDA 2010 conference aims to ad... more in October 2010 (see http://www.iadis.org/celda2010/). The IADIS CELDA 2010 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns.