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Diogo Casanova
Kingston University
28Publications
2H-index
29Citations
Publications 28
Newest
Feedback on student work is a key mechanism for improving learning in Higher Education (HE) and can be provided in a variety of forms. Recently, many institutions have moved to the provision of electronic feedback, although evidence for the effectiveness of this is mixed. While many studies evaluating the students’ perception of feedback are now available, there is little evidence of contrasting perceptions of its value according to different disciplines. This work aims to evaluate the relations...
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#1Diogo Casanova (UWL: University of West London)H-Index: 2
#2Linda Price (University of Bedfordshire)H-Index: 19
This paper addresses the issue of sustainability in online learning in higher education. It introduces and discusses a five-level framework for helping higher education institutions to make the transition from enterprise to sustainable policy and practice in online learning. In particular, it responds to evidence in the literature regarding the lack of sustainability in online learning in higher education. Influenced by Maslow’s hierarchy of needs, this framework is characterized by three differ...
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#1Suzan OrwellH-Index: 1
Last.Diogo CasanovaH-Index: 2
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This presentation will highlight the role of a Technology Enhanced Learning (TEL) community in a university-wide Virtual Learning Environment (VLE) roll-out. The community helped to reveal that inconsistent use of the VLE caused dissatisfaction. The community’s participation was formally recognised as the ‘Canvas team’ and new course and module ‘templates’ were designed and implemented to ensure consistent use of the VLE. The aim of this presentation is to discuss the role of the TEL community i...
#1Diogo Casanova (KUL: Kingston University)H-Index: 2
#2Roberto Di Napoli (St George's, University of London)
Last.Marie LeijonH-Index: 3
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To date, learning spaces in higher education have been designed with little engagement on the part of their most important users: students and teachers. In this paper, we present the results of research carried out in a UK university. The research aimed to understand how students and teachers conceptualise learning spaces when they are given the opportunity to do so in a workshop environment. Over a number of workshops, participants were encouraged to critique a space prototype and to re-design ...
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#1Diogo Casanova (KUL: Kingston University)H-Index: 2
#2Linda PriceH-Index: 19
Last.Barry Avery (KUL: Kingston University)H-Index: 2
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This chapter describes an approach to the adoption of online learning in Higher Education. It is particularly relevant for readers interested in Online and Distance Learning initiatives that enact an agenda of climate change education through being sustainable and future proof. We present a pathway for ensuring sustainable educational initiatives, drawing from research that identifies crucial factors in this endeavour. In particular, it addresses how the adoption of Online and Distance Learning ...
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#1Diogo Casanova (KUL: Kingston University)H-Index: 2
This abstract presents an on-going research that aims to identify how students and lecturers perceive technology-enhanced learning spaces. Findings from Participatory Design workshops will be presented wherein students and lecturers redesigned a large learning space (the ‘Cube’) and a small learning space (the ‘Poppy’). Both these prototypes where designed aiming to introduce technology as a paramount feature and with the aim of provoking reflections and discussions about the role of technology ...
#1Diogo Casanova (KUL: Kingston University)H-Index: 2
#2António Moreira (University of Aveiro)H-Index: 8
This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the learning process. The research that supported the design of this model was framed by a Grounded Theory method, combining different approaches to empirical d...
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#1Linda PriceH-Index: 19
Last.Diogo CasanovaH-Index: 2
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#1Linda PriceH-Index: 19
#2Diogo CasanovaH-Index: 2
Last.Suzan OrwellH-Index: 1
view all 3 authors...
This paper presents our approach to closing the gap between research and practice when delivering technology enabled learning. We illustrate our model that uses research to underpin how we have shaped a whole institutional roll out of our new VLE, Canvas. The model is built around our Learning Design principles based on current research in the field and key institutional priorities. The model addresses how we lever the implementation of our new VLE as a catalyst for changing the institutional pe...
2 CitationsSource
#1Amr ElShaer (KUL: Kingston University)H-Index: 9
#2Gianpiero Calabrese (KUL: Kingston University)H-Index: 7
Last.Isabel Huet (KUL: Kingston University)H-Index: 4
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Abstract Background Conventional research project supervision is not always compatible with current challenges facing higher education, such as students’ diverse backgrounds, increasing demands, and multidisciplinary research interests. Additionally, research students may experience isolation at different stages of research. To help students coping with these challenges, approaches such as progress reports, departmental presentations, and co-supervision have been introduced. Community of practic...
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