Advancement in technology has facilitated the transmission and access to learning resources, and communication among participants in the teaching and learning process. However, a technology-enhanced learning environment does not automatically produced high quality learning outcomes. It needs to be supported by suitable learning materials and strategies for blended learning which suit the learni...

Recent advances in sensor technology provide new opportunities for applications that utilize the user’s movement as an input source. This thesis focuses on movement analysis, which is a sub-area of a larger field concerned with the interpretation of sensor signals of human movement. Movement analysis can be used to provide feedback for training motor tasks, which is of interest for application ...

Expanding Evidence-based Pedagogy with Design Heuristics Creative thinking during concept generation has been identified as a key source of successful innovations; thus, techniques to support creative conceptual design are imperative in engineering education. However, teaching students to “think in novatively” has been difficult for many educators, often because of a lack of effective instructi...

Constructivism has emerged in recent years as a dominant paradigm in education and has had a major intellectual impact on the development of pedagogy, especially in mathematics and science. Rooted in the cognitive developmental theory of Piaget and in the sociocultural theory of Vygotsky, constructivist notions have had an impact on the development and application of technologically enhanced mi...

In this paper we reflect on the implications for pedagogy and infrastructure of the move from paper based resources to digital learning resources. A model of production of paper based educational resources is proposed, and the way in which the move to electronic educational resources has interfered with this process is outlined. Some of the negative implications of these changes for pedagogy ar...

The digitisation of content combined with a global network for delivery and an open system for sharing has seen radical changes in many industries. The economic model which has underpinned many content based industries has been based on an assumption of scarcity. With a digital, open, networked approach we are witnessing a shift to abundance of content, and subsequently new economic models are ...

This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using t...

In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective t...