Search results for author:"Katy Jordan"
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The International Review of Research in Open and Distributed Learning Vol. 16, No. 3 (Jun 19, 2015) pp. 341–358
This analysis is based upon enrolment and completion data collected for a total of 221 Massive Open Online Courses (MOOCs). It extends previously reported work (Jordan, 2014) with an expanded dataset; the original work is extended to include a...
International Journal of Emerging Technologies in Learning (iJET) Vol. 7, No. 3 (Sep 18, 2012) pp. 46–49
This paper describes a novel application of semantic web technologies to support undergraduate students
International Journal of Emerging Technologies in Learning (iJET) Vol. 9, No. 8 (May 26, 2014) pp. 38–41
Massive Open Online Courses (MOOCs) allow students to study online courses without requiring previous experience or qualifications. This offers students the freedom to study a wide variety of topics, freed from the curriculum of a degree programme...
Academics and Social Networking Sites: Benefits, Problems and Tensions in Professional Engagement with Online Networking
Journal of Interactive Media in Education Vol. 2018, No. 1 (2018)
The web has had a profound effect on the ways people interact, with online social networks arguably playing an important role in changing or augmenting how we connect with others. However, uptake of online social networking by the academic community ...
Technology, Pedagogy and Education Vol. 21, No. 2 (2012) pp. 171–188
This paper draws upon the experience of an interdisciplinary research group in engaging undergraduate university students in the design and development of semantic web technologies. A flexible approach to participatory design challenged conventional ...
Bioscience Education Vol. 18 (December 2011)
The Plant Sciences Pedagogy Project conducted research into undergraduate teaching and learning in the Department of Plant Sciences at the University of Cambridge and has translated the research findings into interventions to improve support for...
Mobilities, Moorings and Boundary Marking in Developing Semantic Technologies in Educational Practices
Research in Learning Technology Vol. 19, No. 3 (2011) pp. 219–232
While much attention has been given to the changing spaces of education introduced by new technologies, the impact of spatial theory on the discussion of such education is less well developed. Drawing upon empirical evidence from the Ensemble...