Open AccessReviews
Author(s) -
Ramsey Baker,
Philip Barker,
Chris Jones,
Kate Morss,
Elaine Pearson
Publication year - 2011
Publication title -
research in learning technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.52
H-Index - 26
eISSN - 2156-7077
pISSN - 2156-7069
DOI - 10.3402/rlt.v7i3.11568
Subject(s) - computer science , diversity (politics) , subject (documents) , value (mathematics) , field (mathematics) , order (exchange) , library science , mathematics education , sociology , psychology , mathematics , finance , machine learning , anthropology , pure mathematics , economics
This book is written from the viewpoint that learning technology, although perceived of immense value, is not being exploited to its full potential, nor are its effects on student learning fully understood. Obtaining as accurate a picture as possible in order to correctly to influence policy and practice is an activity that is rightly receiving increased attention. No one could expect a 'how to do it' book for this subject area.as outcomes (be they of learning, cost-effectiveness or of more abstract influence) are dictated by a wide range of factors. Martin Oliver (from the LaTTD group at the University of North London) has gathered a wide range of interesting papers (derived from the Evaluation of Learning Technologies conference, 1998) to demonstrate the diversity of approaches in this field. The book comprises some 242 pages that are arranged into 14 chapters, written by those involved in related projects