Induction: processes of inference, learning, and discovery
Induction: processes of inference, learning, and discovery
Unified theories of cognition
Learning in Humans and Machines
Learning in Humans and Machines
Cognition and Multi-Agent Interactions: From Cognitive Modeling to Social Simulation
Cognition and Multi-Agent Interactions: From Cognitive Modeling to Social Simulation
The Anatomy of the Grid: Enabling Scalable Virtual Organizations
International Journal of High Performance Computing Applications
Taverna: lessons in creating a workflow environment for the life sciences: Research Articles
Concurrency and Computation: Practice & Experience - Workflow in Grid Systems
Semantic support for computational land-use modelling
CCGRID '05 Proceedings of the Fifth IEEE International Symposium on Cluster Computing and the Grid (CCGrid'05) - Volume 2 - Volume 02
Empowering researchers to detect interaction patterns in e-collaboration
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
The Semantic Grid and chemistry: Experiences with CombeChem
Web Semantics: Science, Services and Agents on the World Wide Web
Sharing Corpora and Tools to Improve Interaction Analysis
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Hi-index | 0.00 |
This paper identifies ways in which conceptual, methodological and technical developments in e-research can contribute to solutions of key questions in learning science research and, in particular, design-based research (DBR). The paper focuses on DBR issues in three major areas: methodology, research process, and dissemination. By mapping DBR issues to the conceptual and technological features of e-research, and illustrating those features with concrete examples from a range of research domains, the paper demonstrates how e-research approaches and tools could enhance present DBR practices as well as open avenues for new research questions and new ways of doing research. It concludes by discussing potential challenges and outlining some critical elements for the uptake of e-research in learning science.