Artificial intelligence (AI) can enhance teachers' capabilities by sharing control over different parts of learning activities. This is especially true for complex learning activities, such as dynamic learning transitions where students move between individual and collaborative learning in un-planned ways, as the need arises. Yet, few initiatives…

Mobile and Ubiquitous Learning (m/u-learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported…

This paper draws on a series of studies of design teams working on the creation and evaluation of novel complex learning spaces: spaces in which students' activity is situated and supported by rich mixtures of material and digital tools and resources. In most of the cases observed, students also played a substantial role in co-configuring the…

Teachers cannot presume that their learners have the competence to use the technology brought to the classroom. Therefore, the learners' abilities to use technology may be a concern for teachers. This paper reports on digital competence through an analysis of designs for learning in design patterns, written by upper secondary teachers. Learning…

Reading has been regarded as a medium for learning science, revealing the importance of enhancing learners' reading competence in science education. The critical features of science texts are their multiple representations, such as text and visual elements, which assist the representation of science concepts. A multimedia learning environment can…

Learning design is a research field which studies how to best support teachers as designers of Technology Enhanced Learning (TEL) situations. Although substantial work has been done in the articulation of the learning design process, little is known about how learning designs are experienced by students and teachers, especially in the context of…

The paper presents the first systematic approach to the classification of inclusive information and communication technologies (ICT)-based learning technologies and ICT-based learning technologies for disabled people which covers both assistive and general learning technologies, is valid for all disabled people and considers the full range of…

Knowledge obtained in higher education through de-contextualised tasks and activities often remains "inert" and learners cannot readily transfer understanding to novel contexts. Nowhere is this more evident than in learning a foreign language. Typical language interaction exercises in class do not mirror real-life language use and such…

Educators need to change their practice to adapt to a shifting educational context. By visualising learning design decisions, this article highlights the need to capture educators' "tacit" knowledge relating to course material, activity types and workload, through employing learning analytics methods in order to analyse the learning…

Over the last few years, the use of mobile technologies has brought the formulation of location-based learning approaches shaping new or enhanced educational activities. Involving teachers in the design of these activities is important because the designs need to be aligned with the requirements of the specific educational settings. Yet analysing…

Game-like learning systems such as simulation games and digital toys are increasingly being applied to foster higher-level abilities in educational contexts, as they may facilitate an active learning experience. However, the effect of such game-like learning systems is not guaranteed because students may only be interested in the fantasy…

In order to get a better understanding of subject design and delivery using a hybrid approach, we have studied a hybrid learning postgraduate programme offered by the University of the Andes, Bogota, Colombia. The study analyses students' perceptions of subject design and delivery, with particular reference to learning activities and the roles of…

The introduction of new online technologies in Higher Education brings many challenges for staff, not only in learning new functionality, but in deciding how to use tools in pedagogically effective ways. This case study describes an initiative at the Open University (UK), which set out to provide professional development in the use of an online…

In this paper, we take a designer's look at how the activities and data of learning and assessment can be structured in immersive virtual game environments called Massively Multi-Player Online Games (MMOG). In doing so, we examine the channels of evidence through which learning and assessment activities are derived in MMOGs, offering examples of…

This paper discusses the potential of learning technologies to foster competence development of students. It aims to improve understanding of pedagogical conditions that have to be met to establish a competence orientation in e-learning. We review the literature to summarise recent changes in e-learning, identify attributes of web 2.0…