This paper provides a summary account of Activity-Centred Analysis and Design (ACAD). ACAD offers a practical approach to analysing complex learning situations, in a way that can generate knowledge that is reusable in subsequent (re)design work. ACAD has been developed over the last two decades. It has been tested and refined through collaborative analyses of a large number of complex learning situations and through research studies involving experienced and inexperienced design teams. The paper offers a definition and high level description of ACAD and goes on to explain the underlying motivation. The paper also provides an overview of two current areas of development in ACAD: the creation of explicit design rationales and the ACAD toolkit for collaborative design meetings. As well as providing some ideas that can help teachers, design teams and others discuss and agree on their working methods, ACAD has implications for some broader issues in educational technology research and development. It questions some deep assumptions about the framing of research and design thinking, in the hope that fresh ideas may be useful to people involved in leadership and advocacy roles in the field.
To assist European universities to become more mature users and custodians of digital data about their students as they learn online, the SHEILA project will build a policy development framework that promotes formative assessment and personalized learning, by taking advantage of direct engagement of stakeholders in the development process.
J. Choi, A. Khlif, und E. Epure. Proceedings of the 1st Workshop on NLP for Music and Audio (NLP4MusA), Seite 23--27. Online, Association for Computational Linguistics, (2020)
J. Choi, A. Khlif, und E. Epure. Proceedings of the 1st Workshop on NLP for Music and Audio (NLP4MusA), Seite 23--27. Online, Association for Computational Linguistics, (2020)