An agile learning design method for open educational resources

Arimoto, Maurício Massaru; Barbosa, Ellen Francine; Barroca, Leonor

doi:10.1109/fie.2015.7344334

Cited by 12 publications

(11 citation statements)

References 12 publications

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“…Agile principles were described in the Agile Manifesto (Agile Alliance, 2001). While initially articulated to inform software design, the principles have been applied to a range of contexts including learning design (Allen & Sites, 2012;Arimoto, Barbosa, & Barroca, 2015;Murthi, 2017). While the manifesto does not provide a definition of agility, it does provide values to guide the delivery of high-quality designs in an agile manner.…”

Section: Agile Designmentioning

confidence: 99%

Professional Practice Shape Shifting. Applying Agile Design Principles to Self-Determined Learning

O'Brien¹

2019

Scope (Flexible Learning)

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Section: Agile Designmentioning

confidence: 99%

Professional Practice Shape Shifting. Applying Agile Design Principles to Self-Determined Learning

O'Brien¹

2019

Scope (Flexible Learning)

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“…Recent research discusses the influence of Software Engineering methodologies and practices over instructional design methodologies to provide high quality e-Learning [9,20,45,46,47]. In this proposed framework, two Software Engineering concepts were combined with the instructional design methodology.…”

Section: Proposed Frameworkmentioning

confidence: 99%

Modelling and Implementation of Proactive Risk Management in e-Learning Projects: A Step Towards Enhancing Quality of e-Learning

Hijazi¹,

Hammad²,

Al-Khasawneh³

2019

IJACSA

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The introduction of e-Learning to higher education institutions has been evolving drastically. However, the quality of e-Learning becomes a central issue in order to provide all stakeholders with the necessary confidence to compete with traditional learning methods. Risk management plays a vital role in the successful implementation of e-Learning projects and in attaining high-quality e-Learning courses. Little research has been conducted about implementing risk management in e-Learning projects. This work proposes a quality assurance framework for e-Learning projects. This framework comprises a proactive risk management model that integrates risk management into the e-Learning process. This integration helps in obtaining high-quality e-Learning courses by preventing negative e-Learning risks from being materialized. The model is verified to evaluate its effectiveness through a Renewable Energy Course that was converted from a traditional face-to-face into e-Learning course. Quantitative and qualitative measures are performed to analyze the data collected through the implementation of the project. The results show that the proposed model is managed to mitigate the majority of probable risk factors leading to high-quality e-Courses development and delivery.236 | P a g e www.ijacsa.thesai.org Both success factors and possible failures together should be taken into account to increase the probability of project success. These possible failures are called risks. An e-Learning project inherits all types of risk factors encountered in Information System projects beside many other risks that are specific to e-Learning [11]. These factors might negatively affect the quality of the e-Learning course being developed and/or the learning outcomes, project schedule and/or resources. Many risk factors are associated with e-Learning projects [12]. These factors can be personal or dispositional, learning style, instructional, situational, organizational, content suitability, and technological [13]. In order to minimize their negative impact, these factors must be managed carefully [14]. Successful management of e-Learning risk factors would improve the quality of the e-Learning process and, consequently, the competitive advantage of the institution. Hence, Risk management should be the core competence in e-Learning projects.

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“…This review follows the guidelines for systematic reviews proposed by Kitchenham and Charters (). These guidelines were originally designed for the field of software engineering, but have been adopted successfully in other domains such as information visualization (Yusoff & Salim, ), spatio‐temporal analysis (Steiger, de Albuquerque, & Zipf, ), and educational resources (Arimoto & Barbosa, ). A systematic review has three phases: planning, conducting, and reporting.…”

Section: Motivation and Research Objectivesmentioning

confidence: 99%

Enabling collaborative GeoVisual analytics: Systems, techniques, and research challenges

Garcia-Chapeton

Ostermann

et al. 2018

Transactions in GIS

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Collaboration across disciplines is recognized as one of the great challenges for research in visual analysis of geographic information (GeoVisual Analytics, GVA). Considering the increasing availability of geodata and the complexity of analytical problems, the need to advance the support for collaborative work is becoming more pressing and prominent. This article contributes to this objective by reviewing the state‐of‐the‐art of the support for collaborative work in GVA systems and by identifying research challenges and proposing strategies to address them. We conducted a systematic review, resulting in the identification of 13 collaborative systems, 6 distinct collaborative techniques, and 3 research challenges. We conclude that GVA is moving toward more effective support of multidisciplinary and cross‐domain collaborative analysis. However, to materialize this potential, research is needed to improve the support for hybrid collaborative scenarios, cross‐device collaboration, and support for time‐critical and long‐term analysis.

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An agile learning design method for open educational resources

Cited by 12 publications

References 12 publications

Professional Practice Shape Shifting. Applying Agile Design Principles to Self-Determined Learning

Professional Practice Shape Shifting. Applying Agile Design Principles to Self-Determined Learning

Modelling and Implementation of Proactive Risk Management in e-Learning Projects: A Step Towards Enhancing Quality of e-Learning

Enabling collaborative GeoVisual analytics: Systems, techniques, and research challenges

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