Learning occurs as the result of interaction between learners and their environment. When the learning has a planned outcome, it becomes a purposeful activity that requires the artistry and skill of a learning designer.
Are great teaching and assessment fundamentally at odds? One might think so because, unfortunately, the words “test” and “assessment” are often used interchangeably...
The emergence of learning analytics afforded for the analysis of digital traces of user interaction with technology. This analysis offers many opportunities to advance understanding and enhance learning and the environments in which learning occurs.
This volume provides a contemporary glance at the drastically expanding field of delivering large-scale education to unprecedented numbers of learners. It compiles papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) conference.