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class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Demetrios Sampson</h3></div><div class="js-work-strip profile--work_container" data-work-id="124302358"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124302358/School_Analytics_A_Framework_for_Supporting_School_Complexity_Leadership"><img alt="Research paper thumbnail of School Analytics: A Framework for Supporting School Complexity Leadership" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124302358/School_Analytics_A_Framework_for_Supporting_School_Complexity_Leadership">School Analytics: A Framework for Supporting School Complexity Leadership</a></div><div class="wp-workCard_item"><span>Springer eBooks</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Data-driven decision-making in education has received an increasing level of attention on a globa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Data-driven decision-making in education has received an increasing level of attention on a global scale, especially with the raising interest on big data. This trend has led to the development of two core analytics strands, namely Academic Analytics and Learning Analytics. The former focuses mainly on the macro layer of the organization and is addressed to higher education, while the latter focuses mainly on the micro/meso layers of the organization. Considering the diverse focal points and contexts of application of the two existing analytics strands, the ecosystemic nature of K-12 schools as social complex adaptive systems, as well as, the need for data-based evidence-driven school complexity leadership, we claim that a holistic decision support approach for addressing the full spectrum of school leaders’ tasks is required, beyond the existing analytics strands. Therefore, in this book chapter, we introduce the concept of School Analytics as a holistic, multilevel analytics framework aiming to integrate data collected from all micro-, meso- and macro- organizational layers. 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As a result, innovative technology-supported classroom-based activities are widely anticipated by key stakeholders in formal education, namely, students, parents, education managers and policy makers. This puts a tremendous pressure on teachers and instructors to exploit digital resources in their daily classroom activities. Re-using available teaching resources is currently a major trend worldwide. This creates the need for tools that can support teachers in finding, and selecting appropriate digital resources for populating their lesson plans in school classrooms. Such tools can facilitate teaching processes to adopt technology-supported instructional strategies in a cost effective manner. In order to be able to build such tools, it is important to devise and study methods that can support teachers in discovering and selecting appropriate digital resources to populate their classroom-based teaching activities, taking into consideration important parameters of classroom-based instruction, such as time constraints and class population. To this end, in this paper we propose a design-to-time classroom-based teaching model and a time-adjusted lesson planning method that incorporates a classroom-constrained selection algorithm for digital resources available in Learning Object Repositories. We also evaluate the performance of the proposed algorithm.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302357"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302357"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302357; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124302357]").text(description); $(".js-view-count[data-work-id=124302357]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124302357; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124302357']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124302357, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=124302357]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124302357,"title":"Supporting the Selection of Digital Resources for Classroom-Based Teaching Activities","translated_title":"","metadata":{"abstract":"ABSTRACT Digital systems are offering opportunities to find, select, adapt, and use digital educational resources for teaching and learning which are openly available in the Web. 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As a result, innovative technology-supported classroom-based activities are widely anticipated by key stakeholders in formal education, namely, students, parents, education managers and policy makers. This puts a tremendous pressure on teachers and instructors to exploit digital resources in their daily classroom activities. Re-using available teaching resources is currently a major trend worldwide. This creates the need for tools that can support teachers in finding, and selecting appropriate digital resources for populating their lesson plans in school classrooms. Such tools can facilitate teaching processes to adopt technology-supported instructional strategies in a cost effective manner. In order to be able to build such tools, it is important to devise and study methods that can support teachers in discovering and selecting appropriate digital resources to populate their classroom-based teaching activities, taking into consideration important parameters of classroom-based instruction, such as time constraints and class population. To this end, in this paper we propose a design-to-time classroom-based teaching model and a time-adjusted lesson planning method that incorporates a classroom-constrained selection algorithm for digital resources available in Learning Object Repositories. We also evaluate the performance of the proposed algorithm.","internal_url":"https://www.academia.edu/124302357/Supporting_the_Selection_of_Digital_Resources_for_Classroom_Based_Teaching_Activities","translated_internal_url":"","created_at":"2024-09-30T13:22:10.675-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":317690,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Supporting_the_Selection_of_Digital_Resources_for_Classroom_Based_Teaching_Activities","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":317690,"first_name":"Demetrios","middle_initials":null,"last_name":"Sampson","page_name":"DemetriosSampson","domain_name":"piraeus","created_at":"2011-01-28T00:53:45.545-08:00","display_name":"Demetrios Sampson","url":"https://piraeus.academia.edu/DemetriosSampson"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":693977,"name":"Exploit","url":"https://www.academia.edu/Documents/in/Exploit"}],"urls":[{"id":44906090,"url":"https://doi.org/10.1109/icalt.2013.110"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124302356"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124302356/Educational_Design_for_MOOCs_Design_Considerations_for_Technology_Supported_Learning_at_Large_Scale"><img alt="Research paper thumbnail of Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124302356/Educational_Design_for_MOOCs_Design_Considerations_for_Technology_Supported_Learning_at_Large_Scale">Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale</a></div><div class="wp-workCard_item"><span>Lecture notes in educational technology</span><span>, Aug 12, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Massive open online courses (MOOCs) are a recent trend in the field of online learning. Their pot...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Massive open online courses (MOOCs) are a recent trend in the field of online learning. Their potential distinctive educational innovation is attributed mainly to their “Massiveness” and “Openness” dimensions. These two characteristics introduce new educational design considerations for accommodating the challenging demands of “Massiveness” and “Openness.” This is particularly pressing, since commonly recognized “shortcomings” of MOOCs, such as high participant drop-out rates and low levels of participant engagement and motivation, have been associated to the educational design of MOOCs. Within this context, this chapter discusses issues related with the educational design of MOOCs with emphasis to cultural and motivational issues, presents an analysis of existing educational design frameworks and/or guidelines for MOOCs and, finally, proposes an ADDIE-based educational design considerations framework (EDCF) for MOOCs, which incorporate the “Massiveness” and “Openness” requirements.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302356"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302356"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302356; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124302356]").text(description); $(".js-view-count[data-work-id=124302356]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124302356; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124302356']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124302356, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=124302356]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124302356,"title":"Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale","translated_title":"","metadata":{"abstract":"Massive open online courses (MOOCs) are a recent trend in the field of online learning. Their potential distinctive educational innovation is attributed mainly to their “Massiveness” and “Openness” dimensions. These two characteristics introduce new educational design considerations for accommodating the challenging demands of “Massiveness” and “Openness.” This is particularly pressing, since commonly recognized “shortcomings” of MOOCs, such as high participant drop-out rates and low levels of participant engagement and motivation, have been associated to the educational design of MOOCs. Within this context, this chapter discusses issues related with the educational design of MOOCs with emphasis to cultural and motivational issues, presents an analysis of existing educational design frameworks and/or guidelines for MOOCs and, finally, proposes an ADDIE-based educational design considerations framework (EDCF) for MOOCs, which incorporate the “Massiveness” and “Openness” requirements.","publisher":"Springer Nature","publication_date":{"day":12,"month":8,"year":2016,"errors":{}},"publication_name":"Lecture notes in educational technology"},"translated_abstract":"Massive open online courses (MOOCs) are a recent trend in the field of online learning. Their potential distinctive educational innovation is attributed mainly to their “Massiveness” and “Openness” dimensions. These two characteristics introduce new educational design considerations for accommodating the challenging demands of “Massiveness” and “Openness.” This is particularly pressing, since commonly recognized “shortcomings” of MOOCs, such as high participant drop-out rates and low levels of participant engagement and motivation, have been associated to the educational design of MOOCs. Within this context, this chapter discusses issues related with the educational design of MOOCs with emphasis to cultural and motivational issues, presents an analysis of existing educational design frameworks and/or guidelines for MOOCs and, finally, proposes an ADDIE-based educational design considerations framework (EDCF) for MOOCs, which incorporate the “Massiveness” and “Openness” requirements.","internal_url":"https://www.academia.edu/124302356/Educational_Design_for_MOOCs_Design_Considerations_for_Technology_Supported_Learning_at_Large_Scale","translated_internal_url":"","created_at":"2024-09-30T13:22:10.448-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":317690,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Educational_Design_for_MOOCs_Design_Considerations_for_Technology_Supported_Learning_at_Large_Scale","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":317690,"first_name":"Demetrios","middle_initials":null,"last_name":"Sampson","page_name":"DemetriosSampson","domain_name":"piraeus","created_at":"2011-01-28T00:53:45.545-08:00","display_name":"Demetrios Sampson","url":"https://piraeus.academia.edu/DemetriosSampson"},"attachments":[],"research_interests":[{"id":48,"name":"Engineering","url":"https://www.academia.edu/Documents/in/Engineering"},{"id":7792,"name":"Learning Design","url":"https://www.academia.edu/Documents/in/Learning_Design"},{"id":332562,"name":"Openness to experience","url":"https://www.academia.edu/Documents/in/Openness_to_experience"},{"id":3647879,"name":"Springer Ebooks","url":"https://www.academia.edu/Documents/in/Springer_Ebooks"}],"urls":[{"id":44906089,"url":"https://doi.org/10.1007/978-3-662-52925-6_3"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124302355"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124302355/Technology_Supported_Innovations_in_School_Education"><img alt="Research paper thumbnail of Technology Supported Innovations in School Education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124302355/Technology_Supported_Innovations_in_School_Education">Technology Supported Innovations in School Education</a></div><div class="wp-workCard_item"><span>Cognition and exploratory learning in the digital age</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This volume provides a comprehensive and contemporary depiction of the swift evolution of learnin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This volume provides a comprehensive and contemporary depiction of the swift evolution of learning technologies and the innovations that derive from their deployment in school education. It comprises cases studies, research focused on emergent technologies and experiments with existing tools in a wide range of scenarios. The studies included in this volume explore the conceptual and practical aspects of technologies that are used to support learning, with a multidisciplinary approach that encompasses all levels of education. The three sections of this volume emphasise the use of digital technologies from the viewpoint of different fields of expertise, explore multiple educational settings where technology was implemented to support the various stages of the learning process, and underline strategies, tools and technologies that play a crucial role in the professional development of teachers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302355"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302355"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302355; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124302355]").text(description); $(".js-view-count[data-work-id=124302355]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124302355; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124302355']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124302355, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=124302355]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124302355,"title":"Technology Supported Innovations in School Education","translated_title":"","metadata":{"abstract":"This volume provides a comprehensive and contemporary depiction of the swift evolution of learning technologies and the innovations that derive from their deployment in school education. It comprises cases studies, research focused on emergent technologies and experiments with existing tools in a wide range of scenarios. The studies included in this volume explore the conceptual and practical aspects of technologies that are used to support learning, with a multidisciplinary approach that encompasses all levels of education. The three sections of this volume emphasise the use of digital technologies from the viewpoint of different fields of expertise, explore multiple educational settings where technology was implemented to support the various stages of the learning process, and underline strategies, tools and technologies that play a crucial role in the professional development of teachers.","publisher":"Springer International Publishing","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Cognition and exploratory learning in the digital age"},"translated_abstract":"This volume provides a comprehensive and contemporary depiction of the swift evolution of learning technologies and the innovations that derive from their deployment in school education. It comprises cases studies, research focused on emergent technologies and experiments with existing tools in a wide range of scenarios. 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The three sections of this volume emphasise the use of digital technologies from the viewpoint of different fields of expertise, explore multiple educational settings where technology was implemented to support the various stages of the learning process, and underline strategies, tools and technologies that play a crucial role in the professional development of teachers.","internal_url":"https://www.academia.edu/124302355/Technology_Supported_Innovations_in_School_Education","translated_internal_url":"","created_at":"2024-09-30T13:22:10.233-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":317690,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Technology_Supported_Innovations_in_School_Education","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":317690,"first_name":"Demetrios","middle_initials":null,"last_name":"Sampson","page_name":"DemetriosSampson","domain_name":"piraeus","created_at":"2011-01-28T00:53:45.545-08:00","display_name":"Demetrios Sampson","url":"https://piraeus.academia.edu/DemetriosSampson"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":36997,"name":"Emerging Technologies","url":"https://www.academia.edu/Documents/in/Emerging_Technologies"},{"id":816534,"name":"Multidisciplinary Approach","url":"https://www.academia.edu/Documents/in/Multidisciplinary_Approach"},{"id":1268642,"name":"Software Deployment","url":"https://www.academia.edu/Documents/in/Software_Deployment"}],"urls":[{"id":44906088,"url":"https://doi.org/10.1007/978-3-030-48194-0"}]}, dispatcherData: dispatcherData }); 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124302354]").text(description); $(".js-view-count[data-work-id=124302354]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124302354; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124302354']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124302354, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "31d9467cdf7d85bb48ab5eb201f387d8" } } $('.js-work-strip[data-work-id=124302354]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124302354,"title":"Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, October 24-26, 2015)","translated_title":"","metadata":{"grobid_abstract":"Instructional message design explores how various media and delivery systems might be used more effectively to help optimize instructional communications within context-specific instructional situations and learner needs. But use of the term appears to have fallen out of favor over the years since the mid-1990s. A review of the historical and theoretical foundations of instructional message design reveals that, while instructional design generally has shifted from objectivist to more constructivist perspectives on learning theory, the instructional message design field remains firmly rooted in early \"transmission oriented\" communications models. It appears that instructional message design has also suffered from definitional problems as well, with more recent narrow views of the field focused on media attributes supplanting earlier broad views of the field as an applied \"linking science\" between theory and practice. And, finally, while findings from studies on media attributes provide designers with some guidance for generally what will not work in terms of cognitive processing, the guidelines seldom shed light on what one should actually do within a particular learning context. Re-establishing instructional message design as a valid area of inquiry within the field of instructional design will require catching up with recent philosophical shifts in communication theory while adjusting our definitions and research foci accordingly. In this presentation I will briefly revisit instructional message design's objectivist learning theory and transmission-oriented communication theory foundations, discuss current trends and issues being raised in the literature, and explore ways the field might continue to serve as a \"linking science\" between learning theory and instructional practice. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124302353"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124302353/Preface_to_ICWL_2011_2012_Workshops"><img alt="Research paper thumbnail of Preface to ICWL 2011/2012 Workshops" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124302353/Preface_to_ICWL_2011_2012_Workshops">Preface to ICWL 2011/2012 Workshops</a></div><div class="wp-workCard_item"><span>Lecture Notes in Computer Science</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Use of e-Learning has been expanding rapidly in recent years with the development of ICT and e-Le...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Use of e-Learning has been expanding rapidly in recent years with the development of ICT and e-Learning tools. The trend shows that it will continue to grow as technology is becoming cheaper and more accessible. Despite the trend, e-Learning suffers from low quality learning objects (LOs) due to the lack of supporting tools for proper electronic LO development. This paper proposes a quality assurance support system for LO development that aims to raise quality awareness throughout the development process. The system’s underlying data model makes use of RDF to model and implement a workflow for LO development following the ISO/IEC 19796-1 standard. The system also integrates Quality Function Deployment (QFD) and achievement standards from Achievement Standard Network (ASN) to support the proposed workflow. Preliminary evaluation of the system shows that the system can satisfactorily assure the quality of resulting LOs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302353"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302353"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302353; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124302353]").text(description); $(".js-view-count[data-work-id=124302353]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124302353; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124302353']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124302353, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=124302353]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124302353,"title":"Preface to ICWL 2011/2012 Workshops","translated_title":"","metadata":{"abstract":"Use of e-Learning has been expanding rapidly in recent years with the development of ICT and e-Learning tools. 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Preliminary evaluation of the system shows that the system can satisfactorily assure the quality of resulting LOs.","publisher":"Springer Science+Business Media","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Lecture Notes in Computer Science"},"translated_abstract":"Use of e-Learning has been expanding rapidly in recent years with the development of ICT and e-Learning tools. The trend shows that it will continue to grow as technology is becoming cheaper and more accessible. Despite the trend, e-Learning suffers from low quality learning objects (LOs) due to the lack of supporting tools for proper electronic LO development. This paper proposes a quality assurance support system for LO development that aims to raise quality awareness throughout the development process. The system’s underlying data model makes use of RDF to model and implement a workflow for LO development following the ISO/IEC 19796-1 standard. The system also integrates Quality Function Deployment (QFD) and achievement standards from Achievement Standard Network (ASN) to support the proposed workflow. 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Moreover, the proliferation of mobile devices has created a growing trend for developing mobile virtual labs. However, the process of designing and developing such mobile apps should be based on specific guidelines towards addressing the technical restrictions of mobile devices and improving end-user experience. Existing guidelines that aim to facilitate this process are the App Quality Alliance (AQuA) guidelines. In this paper, we identify common functionalities of existing mobile virtual labs and we exploit AQuA guidelines towards proposing a method for developing mobile virtual labs. Additionally, we apply this method for developing a mobile virtual lab, namely ASK Mobile Virtual Laboratory (ASK-MVL) and we perform an initial evaluation in terms of user experience.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302352"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302352"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302352; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124302352]").text(description); $(".js-view-count[data-work-id=124302352]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124302352; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124302352']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124302352, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=124302352]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124302352,"title":"A Method for Developing Mobile Virtual Laboratories","translated_title":"","metadata":{"abstract":"Virtual laboratories offer access to virtual science experiments and they are recognized as pedagogically effective in increasing students\u0026#39; interest in science, as well as students\u0026#39; motivation and engagement. 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In this paper, we identify common functionalities of existing mobile virtual labs and we exploit AQuA guidelines towards proposing a method for developing mobile virtual labs. Additionally, we apply this method for developing a mobile virtual lab, namely ASK Mobile Virtual Laboratory (ASK-MVL) and we perform an initial evaluation in terms of user experience.","internal_url":"https://www.academia.edu/124302352/A_Method_for_Developing_Mobile_Virtual_Laboratories","translated_internal_url":"","created_at":"2024-09-30T13:22:09.608-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":317690,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"A_Method_for_Developing_Mobile_Virtual_Laboratories","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":317690,"first_name":"Demetrios","middle_initials":null,"last_name":"Sampson","page_name":"DemetriosSampson","domain_name":"piraeus","created_at":"2011-01-28T00:53:45.545-08:00","display_name":"Demetrios Sampson","url":"https://piraeus.academia.edu/DemetriosSampson"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":3419,"name":"Multimedia","url":"https://www.academia.edu/Documents/in/Multimedia"},{"id":65030,"name":"Mobile apps","url":"https://www.academia.edu/Documents/in/Mobile_apps"},{"id":154850,"name":"Mobile Device","url":"https://www.academia.edu/Documents/in/Mobile_Device"},{"id":693977,"name":"Exploit","url":"https://www.academia.edu/Documents/in/Exploit"}],"urls":[{"id":44906085,"url":"https://doi.org/10.1109/icalt.2014.12"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124302351"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124302351/Online_Teaching_and_Learning_in_Higher_Education"><img alt="Research paper thumbnail of Online Teaching and Learning in Higher Education" class="work-thumbnail" src="https://attachments.academia-assets.com/118553972/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124302351/Online_Teaching_and_Learning_in_Higher_Education">Online Teaching and Learning in Higher Education</a></div><div class="wp-workCard_item"><span>Cognition and exploratory learning in the digital age</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5cec12f7cf3a6cc6bd200674672c8bf5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118553972,"asset_id":124302351,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118553972/download_file?st=MTczMjgyODQ4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302351"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302351"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302351; 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According to Ki...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">As with many emerging paradigms, there are several attempts to define m-learning. According to Kinshuk et. al. [1], m-learning is defined as the ability of using handheld devices to access learning resources. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124302347"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124302347/A_web_based_course_assessment_tool_with_direct_mapping_to_student_outcomes"><img alt="Research paper thumbnail of A web-based course assessment tool with direct mapping to student outcomes" class="work-thumbnail" src="https://attachments.academia-assets.com/118553971/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124302347/A_web_based_course_assessment_tool_with_direct_mapping_to_student_outcomes">A web-based course assessment tool with direct mapping to student outcomes</a></div><div class="wp-workCard_item"><span>Educational Technology & Society</span><span>, Apr 1, 2015</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8ab71ec166599669d08a3abd3dc99c3e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118553971,"asset_id":124302347,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118553971/download_file?st=MTczMjgyODQ4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302347"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302347"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302347; 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However, the collection, aggregation and analysis of assessment data are notoriously complex and time-consuming processes. At the same time, only few developments of supporting electronic processes and tools for continuous academic program assessment and curriculum performance feedback have emerged. In this paper, we introduce a novel course assessment process supported by a Web based interface that articulates and streamlines the assessment data collection, performance evaluation and tracking of remedial recommendations. To close the assessment loop, the Web interface provides also a mechanism to follow up on the implementation of remedial recommendations and analyzes their associated reflective actions during the subsequent course assessment cycle. 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The First International Workshop on Ubiquitous Social Learning (USL 2013) 2. The 2013 Internat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">1. The First International Workshop on Ubiquitous Social Learning (USL 2013) 2. The 2013 International Workshop on Smart Living and Learning (IWSLL 2013) 3. The Third International Symposium on Knowledge Management and E-Learning (KMEL 2013) 4. The 2013 International Workshop on Cloud Computing for Web-Based Learning (IWCWL 2013) 5. The 2013 International Workshop on Web Intelligence and Learning (WIL 2013) 6. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124302339"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124302339/ASK_LDT_2_0_A_web_based_graphical_tool_for_authoring_learning_designs"><img alt="Research paper thumbnail of ASK LDT 2.0: A web-based graphical tool for authoring learning designs" class="work-thumbnail" src="https://attachments.academia-assets.com/118553930/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124302339/ASK_LDT_2_0_A_web_based_graphical_tool_for_authoring_learning_designs">ASK LDT 2.0: A web-based graphical tool for authoring learning designs</a></div><div class="wp-workCard_item"><span>Cognition and Exploratory Learning in Digital Age</span><span>, Oct 1, 2013</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8786f1a8e68aa7fa30dc0bc7f461f6c6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118553930,"asset_id":124302339,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118553930/download_file?st=MTczMjgyODQ4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302339"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302339"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302339; 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A commonly accepted way that provides a standard notation language for the description of learning designs is the IMS Learning Design (LD) Specification. Consequently, a number of IMS LD compatible learning design authoring tools has already been developed. Nevertheless, most of these tools (a) are not supporting the process of importing and editing learning designs and (b) they are stand-alone tools restricting their widespread use. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124302338"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/124302338/Proceedings_of_the_International_Conference_on_Cognition_and_Exploratory_Learning_in_Digital_Age_CELDA_11th_Porto_Portugal_October_25_27_2014_"><img alt="Research paper thumbnail of Proceedings of the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (11th, Porto, Portugal, October 25-27, 2014)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/124302338/Proceedings_of_the_International_Conference_on_Cognition_and_Exploratory_Learning_in_Digital_Age_CELDA_11th_Porto_Portugal_October_25_27_2014_">Proceedings of the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (11th, Porto, Portugal, October 25-27, 2014)</a></div><div class="wp-workCard_item"><span>International Association for Development of the Information Society</span><span>, Oct 1, 2014</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302338"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302338"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302338; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="45605" id="papers"><div class="js-work-strip profile--work_container" data-work-id="124302358"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124302358/School_Analytics_A_Framework_for_Supporting_School_Complexity_Leadership"><img alt="Research paper thumbnail of School Analytics: A Framework for Supporting School Complexity Leadership" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124302358/School_Analytics_A_Framework_for_Supporting_School_Complexity_Leadership">School Analytics: A Framework for Supporting School Complexity Leadership</a></div><div class="wp-workCard_item"><span>Springer eBooks</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Data-driven decision-making in education has received an increasing level of attention on a globa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Data-driven decision-making in education has received an increasing level of attention on a global scale, especially with the raising interest on big data. This trend has led to the development of two core analytics strands, namely Academic Analytics and Learning Analytics. The former focuses mainly on the macro layer of the organization and is addressed to higher education, while the latter focuses mainly on the micro/meso layers of the organization. Considering the diverse focal points and contexts of application of the two existing analytics strands, the ecosystemic nature of K-12 schools as social complex adaptive systems, as well as, the need for data-based evidence-driven school complexity leadership, we claim that a holistic decision support approach for addressing the full spectrum of school leaders’ tasks is required, beyond the existing analytics strands. Therefore, in this book chapter, we introduce the concept of School Analytics as a holistic, multilevel analytics framework aiming to integrate data collected from all micro-, meso- and macro- organizational layers. We analyze them in an intertwining manner towards providing continuous feedback loops and systemic decision support to K-12 school leaders.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302358"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302358"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302358; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124302358]").text(description); $(".js-view-count[data-work-id=124302358]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124302358; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124302358']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124302358, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=124302358]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124302358,"title":"School Analytics: A Framework for Supporting School Complexity Leadership","translated_title":"","metadata":{"abstract":"Data-driven decision-making in education has received an increasing level of attention on a global scale, especially with the raising interest on big data. This trend has led to the development of two core analytics strands, namely Academic Analytics and Learning Analytics. The former focuses mainly on the macro layer of the organization and is addressed to higher education, while the latter focuses mainly on the micro/meso layers of the organization. Considering the diverse focal points and contexts of application of the two existing analytics strands, the ecosystemic nature of K-12 schools as social complex adaptive systems, as well as, the need for data-based evidence-driven school complexity leadership, we claim that a holistic decision support approach for addressing the full spectrum of school leaders’ tasks is required, beyond the existing analytics strands. Therefore, in this book chapter, we introduce the concept of School Analytics as a holistic, multilevel analytics framework aiming to integrate data collected from all micro-, meso- and macro- organizational layers. We analyze them in an intertwining manner towards providing continuous feedback loops and systemic decision support to K-12 school leaders.","publisher":"Springer Nature","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Springer eBooks"},"translated_abstract":"Data-driven decision-making in education has received an increasing level of attention on a global scale, especially with the raising interest on big data. This trend has led to the development of two core analytics strands, namely Academic Analytics and Learning Analytics. The former focuses mainly on the macro layer of the organization and is addressed to higher education, while the latter focuses mainly on the micro/meso layers of the organization. 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We analyze them in an intertwining manner towards providing continuous feedback loops and systemic decision support to K-12 school leaders.","internal_url":"https://www.academia.edu/124302358/School_Analytics_A_Framework_for_Supporting_School_Complexity_Leadership","translated_internal_url":"","created_at":"2024-09-30T13:22:10.936-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":317690,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"School_Analytics_A_Framework_for_Supporting_School_Complexity_Leadership","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":317690,"first_name":"Demetrios","middle_initials":null,"last_name":"Sampson","page_name":"DemetriosSampson","domain_name":"piraeus","created_at":"2011-01-28T00:53:45.545-08:00","display_name":"Demetrios Sampson","url":"https://piraeus.academia.edu/DemetriosSampson"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership"},{"id":4205,"name":"Data Analysis","url":"https://www.academia.edu/Documents/in/Data_Analysis"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":44687,"name":"Analytics","url":"https://www.academia.edu/Documents/in/Analytics"},{"id":69100,"name":"Data Science","url":"https://www.academia.edu/Documents/in/Data_Science"},{"id":78457,"name":"Learning Analytics","url":"https://www.academia.edu/Documents/in/Learning_Analytics"},{"id":3647879,"name":"Springer Ebooks","url":"https://www.academia.edu/Documents/in/Springer_Ebooks"}],"urls":[{"id":44906091,"url":"https://doi.org/10.1007/978-3-319-30295-9_6"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124302357"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124302357/Supporting_the_Selection_of_Digital_Resources_for_Classroom_Based_Teaching_Activities"><img alt="Research paper thumbnail of Supporting the Selection of Digital Resources for Classroom-Based Teaching Activities" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124302357/Supporting_the_Selection_of_Digital_Resources_for_Classroom_Based_Teaching_Activities">Supporting the Selection of Digital Resources for Classroom-Based Teaching Activities</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT Digital systems are offering opportunities to find, select, adapt, and use digital educa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT Digital systems are offering opportunities to find, select, adapt, and use digital educational resources for teaching and learning which are openly available in the Web. As a result, innovative technology-supported classroom-based activities are widely anticipated by key stakeholders in formal education, namely, students, parents, education managers and policy makers. This puts a tremendous pressure on teachers and instructors to exploit digital resources in their daily classroom activities. Re-using available teaching resources is currently a major trend worldwide. This creates the need for tools that can support teachers in finding, and selecting appropriate digital resources for populating their lesson plans in school classrooms. Such tools can facilitate teaching processes to adopt technology-supported instructional strategies in a cost effective manner. In order to be able to build such tools, it is important to devise and study methods that can support teachers in discovering and selecting appropriate digital resources to populate their classroom-based teaching activities, taking into consideration important parameters of classroom-based instruction, such as time constraints and class population. To this end, in this paper we propose a design-to-time classroom-based teaching model and a time-adjusted lesson planning method that incorporates a classroom-constrained selection algorithm for digital resources available in Learning Object Repositories. 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Their pot...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Massive open online courses (MOOCs) are a recent trend in the field of online learning. Their potential distinctive educational innovation is attributed mainly to their “Massiveness” and “Openness” dimensions. These two characteristics introduce new educational design considerations for accommodating the challenging demands of “Massiveness” and “Openness.” This is particularly pressing, since commonly recognized “shortcomings” of MOOCs, such as high participant drop-out rates and low levels of participant engagement and motivation, have been associated to the educational design of MOOCs. Within this context, this chapter discusses issues related with the educational design of MOOCs with emphasis to cultural and motivational issues, presents an analysis of existing educational design frameworks and/or guidelines for MOOCs and, finally, proposes an ADDIE-based educational design considerations framework (EDCF) for MOOCs, which incorporate the “Massiveness” and “Openness” requirements.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302356"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302356"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302356; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124302356]").text(description); $(".js-view-count[data-work-id=124302356]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124302356; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124302356']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124302356, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=124302356]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124302356,"title":"Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale","translated_title":"","metadata":{"abstract":"Massive open online courses (MOOCs) are a recent trend in the field of online learning. 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It comprises cases studies, research focused on emergent technologies and experiments with existing tools in a wide range of scenarios. The studies included in this volume explore the conceptual and practical aspects of technologies that are used to support learning, with a multidisciplinary approach that encompasses all levels of education. 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The three sections of this volume emphasise the use of digital technologies from the viewpoint of different fields of expertise, explore multiple educational settings where technology was implemented to support the various stages of the learning process, and underline strategies, tools and technologies that play a crucial role in the professional development of teachers.","internal_url":"https://www.academia.edu/124302355/Technology_Supported_Innovations_in_School_Education","translated_internal_url":"","created_at":"2024-09-30T13:22:10.233-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":317690,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Technology_Supported_Innovations_in_School_Education","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":317690,"first_name":"Demetrios","middle_initials":null,"last_name":"Sampson","page_name":"DemetriosSampson","domain_name":"piraeus","created_at":"2011-01-28T00:53:45.545-08:00","display_name":"Demetrios Sampson","url":"https://piraeus.academia.edu/DemetriosSampson"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":36997,"name":"Emerging Technologies","url":"https://www.academia.edu/Documents/in/Emerging_Technologies"},{"id":816534,"name":"Multidisciplinary Approach","url":"https://www.academia.edu/Documents/in/Multidisciplinary_Approach"},{"id":1268642,"name":"Software Deployment","url":"https://www.academia.edu/Documents/in/Software_Deployment"}],"urls":[{"id":44906088,"url":"https://doi.org/10.1007/978-3-030-48194-0"}]}, dispatcherData: dispatcherData }); 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124302354]").text(description); $(".js-view-count[data-work-id=124302354]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124302354; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124302354']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124302354, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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But use of the term appears to have fallen out of favor over the years since the mid-1990s. A review of the historical and theoretical foundations of instructional message design reveals that, while instructional design generally has shifted from objectivist to more constructivist perspectives on learning theory, the instructional message design field remains firmly rooted in early \"transmission oriented\" communications models. It appears that instructional message design has also suffered from definitional problems as well, with more recent narrow views of the field focused on media attributes supplanting earlier broad views of the field as an applied \"linking science\" between theory and practice. And, finally, while findings from studies on media attributes provide designers with some guidance for generally what will not work in terms of cognitive processing, the guidelines seldom shed light on what one should actually do within a particular learning context. Re-establishing instructional message design as a valid area of inquiry within the field of instructional design will require catching up with recent philosophical shifts in communication theory while adjusting our definitions and research foci accordingly. In this presentation I will briefly revisit instructional message design's objectivist learning theory and transmission-oriented communication theory foundations, discuss current trends and issues being raised in the literature, and explore ways the field might continue to serve as a \"linking science\" between learning theory and instructional practice. I will conclude with recommendations for a revised guiding theoretical framework based in conversation theory, a broader definitional focus that looks at more than just optimizing cognitive processing, and a new systems view of our approach to research in this area. xvi","publication_date":{"day":1,"month":10,"year":2015,"errors":{}},"publication_name":"International Association for Development of the Information Society","grobid_abstract_attachment_id":118553934},"translated_abstract":null,"internal_url":"https://www.academia.edu/124302354/Proceedings_of_the_International_Association_for_Development_of_the_Information_Society_IADIS_International_Conference_on_Cognition_and_Exploratory_Learning_in_the_Digital_Age_CELDA_12th_Maynooth_Greater_Dublin_Ireland_October_24_26_2015_","translated_internal_url":"","created_at":"2024-09-30T13:22:10.032-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":317690,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":118553934,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118553934/thumbnails/1.jpg","file_name":"ED562093.pdf","download_url":"https://www.academia.edu/attachments/118553934/download_file?st=MTczMjgyODQ4Miw4LjIyMi4yMDguMTQ2&st=MTczMjgyODQ4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Proceedings_of_the_International_Associa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118553934/ED562093-libre.pdf?1727731767=\u0026response-content-disposition=attachment%3B+filename%3DProceedings_of_the_International_Associa.pdf\u0026Expires=1732832082\u0026Signature=OnSxF4eunaO4qRLKkhU1YpDxgSS-tEt16-34nAEDmn9ErkEzzBInR17pnowbUkWHKpg4yb8pl-QGdJKp5xWPL2mr2Pm1f11UoisoPn5EyuyOc4wZSn3ZryC9lgbQsv~Wp4NrN081Mi12zlzUzwcHkRpJZiGr0ZbaC0uAQqK~VATxv9UkDMNnOj~ekd2dRtCg5-Co~v0M-Tw8TkI06dVGf8GGulTYf1UyzcIgR4Rd7QLzxXvAgwamsnl~tKPWlq~mF2~~8OEM3rMiCn4loTBP9E1yW7Jcxi3fHX5~jbWDgHlSpCeOU~SAUsKHB2LHkD49PsEe-yvbr~ubVPch9qj80Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Proceedings_of_the_International_Association_for_Development_of_the_Information_Society_IADIS_International_Conference_on_Cognition_and_Exploratory_Learning_in_the_Digital_Age_CELDA_12th_Maynooth_Greater_Dublin_Ireland_October_24_26_2015_","translated_slug":"","page_count":409,"language":"en","content_type":"Work","owner":{"id":317690,"first_name":"Demetrios","middle_initials":null,"last_name":"Sampson","page_name":"DemetriosSampson","domain_name":"piraeus","created_at":"2011-01-28T00:53:45.545-08:00","display_name":"Demetrios Sampson","url":"https://piraeus.academia.edu/DemetriosSampson"},"attachments":[{"id":118553934,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118553934/thumbnails/1.jpg","file_name":"ED562093.pdf","download_url":"https://www.academia.edu/attachments/118553934/download_file?st=MTczMjgyODQ4Miw4LjIyMi4yMDguMTQ2&st=MTczMjgyODQ4Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Proceedings_of_the_International_Associa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118553934/ED562093-libre.pdf?1727731767=\u0026response-content-disposition=attachment%3B+filename%3DProceedings_of_the_International_Associa.pdf\u0026Expires=1732832082\u0026Signature=OnSxF4eunaO4qRLKkhU1YpDxgSS-tEt16-34nAEDmn9ErkEzzBInR17pnowbUkWHKpg4yb8pl-QGdJKp5xWPL2mr2Pm1f11UoisoPn5EyuyOc4wZSn3ZryC9lgbQsv~Wp4NrN081Mi12zlzUzwcHkRpJZiGr0ZbaC0uAQqK~VATxv9UkDMNnOj~ekd2dRtCg5-Co~v0M-Tw8TkI06dVGf8GGulTYf1UyzcIgR4Rd7QLzxXvAgwamsnl~tKPWlq~mF2~~8OEM3rMiCn4loTBP9E1yW7Jcxi3fHX5~jbWDgHlSpCeOU~SAUsKHB2LHkD49PsEe-yvbr~ubVPch9qj80Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":128672,"name":"Exploratory Research","url":"https://www.academia.edu/Documents/in/Exploratory_Research"}],"urls":[{"id":44906087,"url":"http://files.eric.ed.gov/fulltext/ED562093.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124302353"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124302353/Preface_to_ICWL_2011_2012_Workshops"><img alt="Research paper thumbnail of Preface to ICWL 2011/2012 Workshops" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124302353/Preface_to_ICWL_2011_2012_Workshops">Preface to ICWL 2011/2012 Workshops</a></div><div class="wp-workCard_item"><span>Lecture Notes in Computer Science</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Use of e-Learning has been expanding rapidly in recent years with the development of ICT and e-Le...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Use of e-Learning has been expanding rapidly in recent years with the development of ICT and e-Learning tools. The trend shows that it will continue to grow as technology is becoming cheaper and more accessible. Despite the trend, e-Learning suffers from low quality learning objects (LOs) due to the lack of supporting tools for proper electronic LO development. This paper proposes a quality assurance support system for LO development that aims to raise quality awareness throughout the development process. The system’s underlying data model makes use of RDF to model and implement a workflow for LO development following the ISO/IEC 19796-1 standard. The system also integrates Quality Function Deployment (QFD) and achievement standards from Achievement Standard Network (ASN) to support the proposed workflow. Preliminary evaluation of the system shows that the system can satisfactorily assure the quality of resulting LOs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302353"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302353"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302353; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124302353]").text(description); $(".js-view-count[data-work-id=124302353]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124302353; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124302353']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124302353, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=124302353]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124302353,"title":"Preface to ICWL 2011/2012 Workshops","translated_title":"","metadata":{"abstract":"Use of e-Learning has been expanding rapidly in recent years with the development of ICT and e-Learning tools. The trend shows that it will continue to grow as technology is becoming cheaper and more accessible. Despite the trend, e-Learning suffers from low quality learning objects (LOs) due to the lack of supporting tools for proper electronic LO development. This paper proposes a quality assurance support system for LO development that aims to raise quality awareness throughout the development process. The system’s underlying data model makes use of RDF to model and implement a workflow for LO development following the ISO/IEC 19796-1 standard. The system also integrates Quality Function Deployment (QFD) and achievement standards from Achievement Standard Network (ASN) to support the proposed workflow. Preliminary evaluation of the system shows that the system can satisfactorily assure the quality of resulting LOs.","publisher":"Springer Science+Business Media","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Lecture Notes in Computer Science"},"translated_abstract":"Use of e-Learning has been expanding rapidly in recent years with the development of ICT and e-Learning tools. The trend shows that it will continue to grow as technology is becoming cheaper and more accessible. Despite the trend, e-Learning suffers from low quality learning objects (LOs) due to the lack of supporting tools for proper electronic LO development. This paper proposes a quality assurance support system for LO development that aims to raise quality awareness throughout the development process. The system’s underlying data model makes use of RDF to model and implement a workflow for LO development following the ISO/IEC 19796-1 standard. The system also integrates Quality Function Deployment (QFD) and achievement standards from Achievement Standard Network (ASN) to support the proposed workflow. Preliminary evaluation of the system shows that the system can satisfactorily assure the quality of resulting LOs.","internal_url":"https://www.academia.edu/124302353/Preface_to_ICWL_2011_2012_Workshops","translated_internal_url":"","created_at":"2024-09-30T13:22:09.819-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":317690,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Preface_to_ICWL_2011_2012_Workshops","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":317690,"first_name":"Demetrios","middle_initials":null,"last_name":"Sampson","page_name":"DemetriosSampson","domain_name":"piraeus","created_at":"2011-01-28T00:53:45.545-08:00","display_name":"Demetrios Sampson","url":"https://piraeus.academia.edu/DemetriosSampson"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"}],"urls":[{"id":44906086,"url":"http://espace.library.curtin.edu.au/R?func=dbin-jump-full\u0026local_base=gen01-era02\u0026object_id=234181"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124302352"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124302352/A_Method_for_Developing_Mobile_Virtual_Laboratories"><img alt="Research paper thumbnail of A Method for Developing Mobile Virtual Laboratories" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124302352/A_Method_for_Developing_Mobile_Virtual_Laboratories">A Method for Developing Mobile Virtual Laboratories</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Virtual laboratories offer access to virtual science experiments and they are recognized as pedag...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Virtual laboratories offer access to virtual science experiments and they are recognized as pedagogically effective in increasing students&#39; interest in science, as well as students&#39; motivation and engagement. Moreover, the proliferation of mobile devices has created a growing trend for developing mobile virtual labs. However, the process of designing and developing such mobile apps should be based on specific guidelines towards addressing the technical restrictions of mobile devices and improving end-user experience. Existing guidelines that aim to facilitate this process are the App Quality Alliance (AQuA) guidelines. In this paper, we identify common functionalities of existing mobile virtual labs and we exploit AQuA guidelines towards proposing a method for developing mobile virtual labs. Additionally, we apply this method for developing a mobile virtual lab, namely ASK Mobile Virtual Laboratory (ASK-MVL) and we perform an initial evaluation in terms of user experience.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302352"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302352"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302352; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124302352]").text(description); $(".js-view-count[data-work-id=124302352]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124302352; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124302352']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124302352, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=124302352]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124302352,"title":"A Method for Developing Mobile Virtual Laboratories","translated_title":"","metadata":{"abstract":"Virtual laboratories offer access to virtual science experiments and they are recognized as pedagogically effective in increasing students\u0026#39; interest in science, as well as students\u0026#39; motivation and engagement. Moreover, the proliferation of mobile devices has created a growing trend for developing mobile virtual labs. However, the process of designing and developing such mobile apps should be based on specific guidelines towards addressing the technical restrictions of mobile devices and improving end-user experience. Existing guidelines that aim to facilitate this process are the App Quality Alliance (AQuA) guidelines. In this paper, we identify common functionalities of existing mobile virtual labs and we exploit AQuA guidelines towards proposing a method for developing mobile virtual labs. Additionally, we apply this method for developing a mobile virtual lab, namely ASK Mobile Virtual Laboratory (ASK-MVL) and we perform an initial evaluation in terms of user experience.","publication_date":{"day":1,"month":7,"year":2014,"errors":{}}},"translated_abstract":"Virtual laboratories offer access to virtual science experiments and they are recognized as pedagogically effective in increasing students\u0026#39; interest in science, as well as students\u0026#39; motivation and engagement. Moreover, the proliferation of mobile devices has created a growing trend for developing mobile virtual labs. However, the process of designing and developing such mobile apps should be based on specific guidelines towards addressing the technical restrictions of mobile devices and improving end-user experience. Existing guidelines that aim to facilitate this process are the App Quality Alliance (AQuA) guidelines. In this paper, we identify common functionalities of existing mobile virtual labs and we exploit AQuA guidelines towards proposing a method for developing mobile virtual labs. Additionally, we apply this method for developing a mobile virtual lab, namely ASK Mobile Virtual Laboratory (ASK-MVL) and we perform an initial evaluation in terms of user experience.","internal_url":"https://www.academia.edu/124302352/A_Method_for_Developing_Mobile_Virtual_Laboratories","translated_internal_url":"","created_at":"2024-09-30T13:22:09.608-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":317690,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"A_Method_for_Developing_Mobile_Virtual_Laboratories","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":317690,"first_name":"Demetrios","middle_initials":null,"last_name":"Sampson","page_name":"DemetriosSampson","domain_name":"piraeus","created_at":"2011-01-28T00:53:45.545-08:00","display_name":"Demetrios Sampson","url":"https://piraeus.academia.edu/DemetriosSampson"},"attachments":[],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":3419,"name":"Multimedia","url":"https://www.academia.edu/Documents/in/Multimedia"},{"id":65030,"name":"Mobile apps","url":"https://www.academia.edu/Documents/in/Mobile_apps"},{"id":154850,"name":"Mobile Device","url":"https://www.academia.edu/Documents/in/Mobile_Device"},{"id":693977,"name":"Exploit","url":"https://www.academia.edu/Documents/in/Exploit"}],"urls":[{"id":44906085,"url":"https://doi.org/10.1109/icalt.2014.12"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124302351"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124302351/Online_Teaching_and_Learning_in_Higher_Education"><img alt="Research paper thumbnail of Online Teaching and Learning in Higher Education" class="work-thumbnail" src="https://attachments.academia-assets.com/118553972/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124302351/Online_Teaching_and_Learning_in_Higher_Education">Online Teaching and Learning in Higher Education</a></div><div class="wp-workCard_item"><span>Cognition and exploratory learning in the digital age</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5cec12f7cf3a6cc6bd200674672c8bf5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118553972,"asset_id":124302351,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118553972/download_file?st=MTczMjgyODQ4Miw4LjIyMi4yMDguMTQ2&st=MTczMjgyODQ4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302351"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302351"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302351; 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According to Ki...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">As with many emerging paradigms, there are several attempts to define m-learning. According to Kinshuk et. al. [1], m-learning is defined as the ability of using handheld devices to access learning resources. Vavoula and Sharples [2] claim that there are three ways that ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302350"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302350"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302350; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124302350]").text(description); $(".js-view-count[data-work-id=124302350]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124302350; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124302350']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124302350, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=124302350]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124302350,"title":"Exploiting Mobile and Wireless Technologies in Vocational Training","translated_title":"","metadata":{"abstract":"As with many emerging paradigms, there are several attempts to define m-learning. 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Vavoula and Sharples [2] claim that there are three ways that ...","internal_url":"https://www.academia.edu/124302350/Exploiting_Mobile_and_Wireless_Technologies_in_Vocational_Training","translated_internal_url":"","created_at":"2024-09-30T13:22:06.054-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":317690,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Exploiting_Mobile_and_Wireless_Technologies_in_Vocational_Training","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":317690,"first_name":"Demetrios","middle_initials":null,"last_name":"Sampson","page_name":"DemetriosSampson","domain_name":"piraeus","created_at":"2011-01-28T00:53:45.545-08:00","display_name":"Demetrios Sampson","url":"https://piraeus.academia.edu/DemetriosSampson"},"attachments":[],"research_interests":[{"id":48,"name":"Engineering","url":"https://www.academia.edu/Documents/in/Engineering"},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":4198,"name":"Mobile Technology","url":"https://www.academia.edu/Documents/in/Mobile_Technology"},{"id":17369,"name":"Vocational Education","url":"https://www.academia.edu/Documents/in/Vocational_Education"}],"urls":[{"id":44906083,"url":"https://dblp.uni-trier.de/db/conf/wmte/wmte2006.html#Sampson06"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124302349"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124302349/Data_Driven_Decision_Making_for_School_Leadership_A_Critical_Analysis_of_Supporting_Systems"><img alt="Research paper thumbnail of Data-Driven Decision Making for School Leadership: A Critical Analysis of Supporting Systems" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124302349/Data_Driven_Decision_Making_for_School_Leadership_A_Critical_Analysis_of_Supporting_Systems">Data-Driven Decision Making for School Leadership: A Critical Analysis of Supporting Systems</a></div><div class="wp-workCard_item"><span>Lecture notes in educational technology</span><span>, Nov 3, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Schools are complex adaptive systems comprising a vast range of interrelating agents including am...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Schools are complex adaptive systems comprising a vast range of interrelating agents including among others, the school principals, teachers, students, parents, and infrastructural assets. Therefore, school leaders are required to design the strategic plan of their schools by taking into account the full spectrum of the characteristics and behaviors of these agents and the complex manner in which they interrelate and affect the overall school performance. However, considering (a) the high complexity in collecting and processing the institution-wide data and towards generating feedback loops and (b) the wide range of the tasks that school leaders are expected to engage with, this data-driven decision-making process is challenging, and requires appropriate systems to support it. The contribution of this book chapter, therefore, is the critical analysis of 70 existing school leadership decision support systems (SL-DSS), in terms of their capacity to adequately support the full spectrum of school leadership tasks, as they are defined in this book chapter. This critical analysis aims to gather insights that could drive future implementations of SL-DSS toward providing more effective decision support affordances and tackling the identified shortcomings of existing systems.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302349"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302349"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302349; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124302349]").text(description); $(".js-view-count[data-work-id=124302349]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124302349; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124302349']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124302349, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=124302349]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124302349,"title":"Data-Driven Decision Making for School Leadership: A Critical Analysis of Supporting Systems","translated_title":"","metadata":{"abstract":"Schools are complex adaptive systems comprising a vast range of interrelating agents including among others, the school principals, teachers, students, parents, and infrastructural assets. 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However, considering (a) the high complexity in collecting and processing the institution-wide data and towards generating feedback loops and (b) the wide range of the tasks that school leaders are expected to engage with, this data-driven decision-making process is challenging, and requires appropriate systems to support it. The contribution of this book chapter, therefore, is the critical analysis of 70 existing school leadership decision support systems (SL-DSS), in terms of their capacity to adequately support the full spectrum of school leadership tasks, as they are defined in this book chapter. This critical analysis aims to gather insights that could drive future implementations of SL-DSS toward providing more effective decision support affordances and tackling the identified shortcomings of existing systems.","internal_url":"https://www.academia.edu/124302349/Data_Driven_Decision_Making_for_School_Leadership_A_Critical_Analysis_of_Supporting_Systems","translated_internal_url":"","created_at":"2024-09-30T13:22:05.813-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":317690,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Data_Driven_Decision_Making_for_School_Leadership_A_Critical_Analysis_of_Supporting_Systems","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":317690,"first_name":"Demetrios","middle_initials":null,"last_name":"Sampson","page_name":"DemetriosSampson","domain_name":"piraeus","created_at":"2011-01-28T00:53:45.545-08:00","display_name":"Demetrios Sampson","url":"https://piraeus.academia.edu/DemetriosSampson"},"attachments":[],"research_interests":[{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":45874,"name":"Decision support system","url":"https://www.academia.edu/Documents/in/Decision_support_system"},{"id":216382,"name":"Affordance","url":"https://www.academia.edu/Documents/in/Affordance"},{"id":238655,"name":"Implementation","url":"https://www.academia.edu/Documents/in/Implementation"}],"urls":[{"id":44906082,"url":"https://doi.org/10.1007/978-3-662-47956-8_8"}]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124302347"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124302347/A_web_based_course_assessment_tool_with_direct_mapping_to_student_outcomes"><img alt="Research paper thumbnail of A web-based course assessment tool with direct mapping to student outcomes" class="work-thumbnail" src="https://attachments.academia-assets.com/118553971/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124302347/A_web_based_course_assessment_tool_with_direct_mapping_to_student_outcomes">A web-based course assessment tool with direct mapping to student outcomes</a></div><div class="wp-workCard_item"><span>Educational Technology & Society</span><span>, Apr 1, 2015</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8ab71ec166599669d08a3abd3dc99c3e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118553971,"asset_id":124302347,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118553971/download_file?st=MTczMjgyODQ4Miw4LjIyMi4yMDguMTQ2&st=MTczMjgyODQ4Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124302347"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124302347"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124302347; 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However, the collection, aggregation and analysis of assessment data are notoriously complex and time-consuming processes. At the same time, only few developments of supporting electronic processes and tools for continuous academic program assessment and curriculum performance feedback have emerged. In this paper, we introduce a novel course assessment process supported by a Web based interface that articulates and streamlines the assessment data collection, performance evaluation and tracking of remedial recommendations. To close the assessment loop, the Web interface provides also a mechanism to follow up on the implementation of remedial recommendations and analyzes their associated reflective actions during the subsequent course assessment cycle. A guide to map assessment instruments to the course and overall program outcomes is advocated by the proposed tool to propagate the course assessment results towards higher educational objectives (e.g., student outcomes) in a dashboard-like assessment interface. This approach streamlines improvements in education through reflecting the achievement of course outcomes on the achievement of higher educational objectives. In addition, the tool maps the course outcomes to the corresponding course outlines to facilitate the detection of areas where revisions in the instruction and content is needed, and to best respond to recommendations and remedial actions. We provide a methodical approach as well as a Web-based automation of the assessment process, which we evaluate in the context of our regular academic assessment cycles that have eventually led to a successful international accreditation experience. 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The First International Workshop on Ubiquitous Social Learning (USL 2013) 2. The 2013 Internat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">1. The First International Workshop on Ubiquitous Social Learning (USL 2013) 2. The 2013 International Workshop on Smart Living and Learning (IWSLL 2013) 3. The Third International Symposium on Knowledge Management and E-Learning (KMEL 2013) 4. The 2013 International Workshop on Cloud Computing for Web-Based Learning (IWCWL 2013) 5. The 2013 International Workshop on Web Intelligence and Learning (WIL 2013) 6. 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