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Table of Contents
Intro; Preface; Contents; Contributors; 1 Introduction: User Experience in and for Learning; 1.1 Introduction; 1.2 Framing Design for Learning; 1.2.1 Design Principles; 1.2.2 Goals; 1.3 Challenges and Opportunities Addressed in this Book; 1.3.1 Prior Work; 1.3.2 Chapters of this Book; 1.4 Summary; References; Foundations, Frameworks, Principles; 2 Education, Technology and Design: A Much Needed Interdisciplinary Collaboration; 2.1 Introduction; 2.2 An Exploration of Human-Centred Design and Technology-Enhanced Learning; 2.2.1 Human-Centred Design; 2.2.2 Technology-Enhanced Learning (TEL).
2.3 Educators as Designers2.3.1 Teachers as Designers, What We Know; 2.3.2 Teachers as Designers, an Intervention; 2.4 Conclusions: Empowering Educators as Designers and Team Members; References; 3 A Universally Accessible Self-assessment Gamified Framework and Software Application to Capture 21st Century Skills; 3.1 Introduction; 3.2 Related Work; 3.3 Framework and Application Design; 3.3.1 Pedagogical Design Features; 3.3.2 Context to Inform Design Recommendations; 3.3.3 Pedagogical Frame; 3.3.4 Gamification Framework; 3.4 Application Experience; 3.4.1 Functionality.
3.4.2 User Experience Design3.5 Implementation; 3.5.1 Conceptual Framework; 3.5.2 Software Architecture; 3.6 Evaluation; 3.6.1 Methodology; 3.6.2 Overview of the Results; 3.7 Conclusions; References; 4 Designing Pedagogy for Virtual Worlds in Multicultural Environments; 4.1 Introduction; 4.2 Motivation; 4.3 Multiculturalism; 4.4 Collaborative Learning Environments; 4.5 Virtual Worlds; 4.6 Multicultural Collaboration in Virtual Worlds; 4.7 The TEC Model; 4.7.1 TEC4 Schools; 4.7.2 The Process; 4.8 Challenges; References.
5 The CHI of Teaching Online: Blurring the Lines Between User Interfaces and Learner Interfaces5.1 Introduction; 5.2 Background; 5.2.1 Program Background; 5.2.2 Course Background; 5.3 Flexibility; 5.3.1 Geographic Flexibility; 5.3.2 Temporal Flexibility; 5.3.3 Preference Flexibility; 5.4 Equity; 5.4.1 Equity Through Flexibility; 5.4.2 Equity Through Admissions; 5.4.3 Equity Through Anonymity; 5.5 Consistency; 5.5.1 Assignment Cadence; 5.5.2 Announcement Cadence; 5.5.3 Administrative Decisions; 5.6 Distributed Cognition; 5.6.1 Offloading Through Announcements.
5.6.2 Offloading Through Documentation5.6.3 Offloading Through Assessment Design; 5.7 Additional Principles; 5.7.1 Structure; 5.7.2 Perceptibility; 5.7.3 Tolerance; 5.7.4 Feedback; 5.8 Course Evaluation; 5.8.1 Institutional Surveys; 5.8.2 Course Surveys; 5.9 Conclusion; References; Applications and Case Studies; 6 User Requirements When Designing Learning e-Content: Interaction for All; 6.1 Introduction; 6.2 Accessible MOOC; 6.3 Background: The Most Common Models of Disability; 6.3.1 The Moral Model; 6.3.2 The Medical Model; 6.3.3 The Social Model; 6.3.4 The Human Rights Model.
2.3 Educators as Designers2.3.1 Teachers as Designers, What We Know; 2.3.2 Teachers as Designers, an Intervention; 2.4 Conclusions: Empowering Educators as Designers and Team Members; References; 3 A Universally Accessible Self-assessment Gamified Framework and Software Application to Capture 21st Century Skills; 3.1 Introduction; 3.2 Related Work; 3.3 Framework and Application Design; 3.3.1 Pedagogical Design Features; 3.3.2 Context to Inform Design Recommendations; 3.3.3 Pedagogical Frame; 3.3.4 Gamification Framework; 3.4 Application Experience; 3.4.1 Functionality.
3.4.2 User Experience Design3.5 Implementation; 3.5.1 Conceptual Framework; 3.5.2 Software Architecture; 3.6 Evaluation; 3.6.1 Methodology; 3.6.2 Overview of the Results; 3.7 Conclusions; References; 4 Designing Pedagogy for Virtual Worlds in Multicultural Environments; 4.1 Introduction; 4.2 Motivation; 4.3 Multiculturalism; 4.4 Collaborative Learning Environments; 4.5 Virtual Worlds; 4.6 Multicultural Collaboration in Virtual Worlds; 4.7 The TEC Model; 4.7.1 TEC4 Schools; 4.7.2 The Process; 4.8 Challenges; References.
5 The CHI of Teaching Online: Blurring the Lines Between User Interfaces and Learner Interfaces5.1 Introduction; 5.2 Background; 5.2.1 Program Background; 5.2.2 Course Background; 5.3 Flexibility; 5.3.1 Geographic Flexibility; 5.3.2 Temporal Flexibility; 5.3.3 Preference Flexibility; 5.4 Equity; 5.4.1 Equity Through Flexibility; 5.4.2 Equity Through Admissions; 5.4.3 Equity Through Anonymity; 5.5 Consistency; 5.5.1 Assignment Cadence; 5.5.2 Announcement Cadence; 5.5.3 Administrative Decisions; 5.6 Distributed Cognition; 5.6.1 Offloading Through Announcements.
5.6.2 Offloading Through Documentation5.6.3 Offloading Through Assessment Design; 5.7 Additional Principles; 5.7.1 Structure; 5.7.2 Perceptibility; 5.7.3 Tolerance; 5.7.4 Feedback; 5.8 Course Evaluation; 5.8.1 Institutional Surveys; 5.8.2 Course Surveys; 5.9 Conclusion; References; Applications and Case Studies; 6 User Requirements When Designing Learning e-Content: Interaction for All; 6.1 Introduction; 6.2 Accessible MOOC; 6.3 Background: The Most Common Models of Disability; 6.3.1 The Moral Model; 6.3.2 The Medical Model; 6.3.3 The Social Model; 6.3.4 The Human Rights Model.